The fringes of science and technology popularization : Feminist connections between multiple subjectivities in two southern countries Tania Pérez Bustos PhD Scholar Pedagogical National University – Colombia Research Advisor: Dr. Rocío Rueda Ortiz Fieldwork supervisors in India: Dr. A.R. Vasavi – Carol Upadhya
Why Colo mbia and India? Why Colombia and India?
Just Casual Connections? “ To develop the scientific temper, humanism and the spirit of enquiry and reform ” – Indian Constitution 1954 “ Special support will be provided for programmes that seek to popularize and promote science and technology in all parts of the country. Programmes will also be developed to promote learning and dissemination of science through the various national languages, to enable effective science communication at all levels”. – Indian Science and Technology Policy 2003 “ The state will generate incentives and will offer special benefits to people and institutions that develop and promote science and technology and other cultural manifestiations” – Colombian Constitution 1991. The state will propitiate mechanisms to promote the demand of scientific knowledge from the different sectors of society, such as mass media, interactive science centers, science clubs, science fairs, scientific journalism, as well as through the generation of new educational models. Colombian Science and Technology Policy 2002
Challenges to build the bridges <ul><li>Documented experiences, but lack of critical approaches (or any evaluation study) </li></ul><ul><li>Need for cognitive justice </li></ul>Feminist Clues (for thinking about science from a non expert perspective) <ul><li>Critical frameworks of science studies do not study science education … </li></ul>
What is this research about? Science and Technology popularization ...
The feminization hypothesis (tensionas and paradigms to be de-constructed) … Not just about women, about values as well Are the popularization experiences a new scenario of the so called Service/Caring economy ?
... Also about subordination … of popularization to a gender biased production of knowledge
... But as well about alternatives … Feminization of popularization as a door to understand science in a more plural and cognitive just way (although not unproblemátic)
An afro-colombian teacher “ I want my students to see how there is science in the traditional practices that their granmothers undertake at home ... That is my goal to develop alternative science educational proposals beyond what the governmet demands for us to do”
An English teacher from Rajasthan “ I came to Agastya because I was motivated with the idea of transforming people’s lives through educational experiences beyond the textbook and the classroom”
External and discursive fringes <ul><li>Standardization of a gender biased paradigm o f science and technology </li></ul><ul><li>Progress, development , eficiency … </li></ul><ul><li>Middle class androgymous youngster </li></ul><ul><li>Edutainment! Edutourism! Marketing! Science and technology education for what? For whom? </li></ul><ul><li>Empirical, a-theoretical, neutral… </li></ul>
Borderlands between women … the balance … the danger of making power rel a tiv e
Interior fringes Potential contradictions … potential dialogues with the daily life Pedagogical practices of science in the private domain Uncertainty, reflexivity, commitment
<ul><ul><li>Thank you for listening </li></ul></ul>