Performativity and Postmodern Scientific Education

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Postmodern discourse has pointed out a paradox in scientific education: its solutions try to solve modern problems in the postmodern condition, and in this way reproduce the tensions that should be overcome. This article reflects on the most striking sign of the crisis in scientific education: the significant decline in enrollment in natural sciences degrees and the rampant desertion of students. However, we propose that this problem should be analyzed stressing on the performativity in the curriculum. On doing so, the authors focus their analysis on two major changes in the postmodern condition. First, the current weakness of the modern education values (the idea to convey scientific knowledge, ethical and artistic appreciation in an inseparable way), and second, the incongruity between the educational discourse that claims for the posthumanism values in education, for example, difference, otherness, alterity, but practices an assessment process from a modern perspective and driven by a market logic.

Keywords: Performativity, Postmodern, Scientific Education
Stream: Technology in Learning; Maths, Science and Technology Learning
Presentation Type: Paper Presentation in English
Paper: Performativity and Postmodern Science Education, Performativity and Postmodern Science Education, Performativity and Postmodern Scientific Education

Prof Alexandro Escudero Nahon

Doctorate Student, Facultad de Pedagogía
Programa de Doctorado en Educación y Sociología., Universitat de Barcelona

Barcelona, Spain

Alexandro Escudero Nahón is a Ph.D. student at Universitat de Barcelona, Spain. His research focus on the roll of the University as an ethical project from the modernity inside the postmodernity condition. He got a Master’s degree in Higher Education at Universidad Mesoamericana, Mexico and a Master’s degree in Audiovisual Production at Universidad Internacional de Andalucía site La Rábida, Spain. He also got a Degree in Science and Communication Technologies at Institute of Higher Learning, Mexico. He has published Apre(h)ender género. Model of public sector expertise. Ed. Institute for women in Oaxaca, Mexico, 2004. He has worked as Director of Public Policies to Prevent Discrimination at the National Council to Prevent Discrimination in Mexico City, and as Director of Expertise for Public Service at the Institute for women in Oaxaca, Mexico.

Diana Maria Farias Camero

Assistant Professor, Chemistry Teaching Research Group
Chemistry Department
Science Faculty, Universidad Nacional de Colombia

Bogota, Colombia

Diana M. Farías is a Ph.D. student at Universitat de Barcelona, Spain. Her research focus is historical and epistemological approach in science teaching. She got a Magister Scientiae Degree in Chemsitry a Master’s degree in Environmental Education and a Degree in Chemistry. She leads the Chemistry Teaching Research Group at Universidad Nacional de Colombia where she has worked the last ten years as professor in General Chemistry Area.

Ref: L09P1393