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The Importance of Justice and Decolonization Questions in Science Education
From: Interrupting Innovation
$1.60
In this chapter, Filsinger and Sühring argue that chemistry education must centre justice, decolonization, and ethical reasoning rather than presenting the discipline as a neutral, fixed body of knowledge.
Contributors
Brooke Filsinger
Melanie Panitch is an associate professor and executive director, Office of Social Innovation at Toronto Metropolitan University. As the John C. Eaton Chair of Social Innovation and Entrepreneurship, she co-designed a minor in social innovation and developed partnerships internationally. She spearheaded the Sanctuary Scholars initiative, providing access to postsecondary for students with precarious immigration status. An activist, advocate, researcher and educator with strong roots in the disability rights movement, she was the founding director of the School of Disability Studies at TMU. The exhibit she co-curated, Out from Under: Disability, History and Things to Remember, is in the Canadian Museum for Human Rights. She is the author of Mothers, Disability and Organization: Accidental Activists.
Roxana Sühring
Samantha Wehbi is a professor, School of Social Work at Toronto Metropolitan University. Her research and artistic-practice interests have focused on international issues and grassroots community activism and organizing in Canada and abroad, including Lebanon, her country of origin. Her work has explored the complexities of urban landscapes and issues of displacement, postcolonialism, translocality and social change. Her scholarship explores interdisciplinary intersections of art, community practice and pedagogy. Dr. Wehbi is the co-editor of Re-imagining Anti-oppression Social Work: Reflecting on Research and Re-imagining Anti-oppression Social Work: Reflecting on Practice.
