面对优生学和能力主义的遗产:走向反能力主义的生物科学教育
Sarah-Marie Da Silva1, Katharine Hubbard1
1Department of Biological and Marine Sciences, University of Hull, Hull, HU6 7RX, UK.
CBE life sciences education
|July 29, 2024
概括
这项研究提出了生物科学教育的反能力主义策略,超越基本的获取,积极挑战能力主义并促进残疾学生的包容性.
科学领域:
- 生物科学教育 生物科学教育
- 关于残疾人的研究.
- 教育教学的教育学.
背景情况:
- 教育系统经常表现出能力主义,导致残疾人的排斥和较差的结果.
- 反种族主义课程提供了一个解决教育系统不平等问题的模式.
- 生物科学与优生学有着历史的联系,这是一个被毁的伪科学,对残疾人造成伤害.
研究的目的:
- 探索生物科学教育的反能力主义方法.
- 解决优生学在生物科学中的遗产及其对教育的影响.
- 提出一个包容性的生物科学教学框架.
主要方法:
- 由一名残疾学生和一名有能力的教师共同撰写的论文.
- 关键残疾理论的应用.
- 整合残疾和教学奖学金与生活经验.
主要成果:
- 确定需要面对生物科学和优生学之间的历史关系.
- 分析了这一遗产对当前生物科学教育的持续影响.
- 制定了针对抗能力主义生物学课程结构的建议.
结论:
- 反能力主义的生物科学教育需要的不仅仅是获得;它需要教育所有学生关于残疾.
- 赋予学生挑战能力主义叙述和实践的权力,对于创造公平的教育环境至关重要.
- 这种方法促进了对生物科学更具包容性和批判性的理解.
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