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Educating future scientists towards post-patrimonial governance.

Dorothy V Smith1

  • 1Department of STEM Education, School of Education, University of New England, Armidale, 2351 Australia.

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This summary is machine-generated.

This study explores post-patrimonial governance in science education. It finds some Australian scientists build public trust via new contractualism, contrasting with neoliberal approaches, and suggests educators adopt this model.

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Area of Science:

  • Science Education
  • Sociology of Science
  • Governance Studies

Background:

  • Contemporary politics is shaped by competing post-patrimonial contractualism models.
  • Neopatrimonial contractualism, typical of neoliberal governance, is widespread globally.
  • Understanding these governance models is crucial for effective science education.

Purpose of the Study:

  • To examine science education for future scientists through the lens of post-patrimonial governance.
  • To analyze the relationship between scientists and the public within different governance frameworks.
  • To propose science education strategies that foster reciprocal respect between scientists and the public.

Main Methods:

  • Utilized the concept of post-patrimonial governance.
  • Analyzed data from a study of contemporary Australian scientists.
  • Contrasted 'new contractualism' with 'neopatrimonial contractualism'.

Main Results:

  • Some Australian scientists practice 'new contractualism' in their public professional relationships.
  • This contrasts with the prevalent 'neopatrimonial contractualism' seen in neoliberal governance.
  • Evidence suggests successful public engagement models exist outside neoliberal frameworks.

Conclusions:

  • Science educators must choose between acknowledging new contractualism or perpetuating neopatrimonial models.
  • Preparing future scientists and publics for relationships of reciprocal respect is essential.
  • School science education can be adapted to support these positive professional relationships.