“Globalization,” Coloniality, and Decolonial Love in STEM Education

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dc.contributor.authorTakeuchi, Miwa
dc.contributor.authorMarin, Ananda
dc.date.accessioned2022-02-14T22:49:28Z
dc.date.available2022-02-14T22:49:28Z
dc.date.issued2022-01-28
dc.description.abstractFrom the era of European empire to the global trades escalated after the World Wars, technological advancement, one of the key underlying conditions of globalization, has been closely linked with the production and reproduction of the colonizer/colonized. The rhetoric of modernity characterized by “salvation,” “rationality,” “development,” and nature-society or nature-culture divides underlies dominant perspectives on Science, Technology, Engineering, and Mathematics (STEM) education that have historically positioned economic development and national security as its core values. Such rhetoric inevitably and implicitly generates the logic of oppression and exploitation. Against the backdrop of nationalist and militaristic discourse representing modernity or coloniality, counter-voices have also arisen to envision a future of STEM education that is more humane and socioecologically just. Such bodies of critiques have interrogated interlocking colonial domains that shape the realm of STEM education: (a) settler colonialism, (b) paternalism, genderism, and coloniality, and (c) militarism and aggression and violence against the geopolitical Other. Our ways of knowing and being with STEM disciplines have been inexorably changed in the midst of the COVID-19 pandemic, which powerfully showed us how we live in the global chain of contagion. What kinds of portrayal can we depict if we dismantle colonial imaginaries of STEM education and instead center decolonial love—love that resists the nature-culture or nature-society divide, love to know our responsibilities and enact them in ways that give back, and love that does not neglect historical oppression and violence yet carries us through? STEM education that posits decolonial love at its core will be inevitably and critically transdisciplinary, expanding the epistemological and ontological boundaries to embrace those who had been colonized and disciplined through racialized, gendered, and classist disciplinary practices of STEM.en_US
dc.identifier.citationTakeuchi, M., & Marin, A. (2022). “Globalization,” Coloniality, and Decolonial Love in STEM Education. Oxford Research Encyclopedia of Education.en_US
dc.identifier.doihttps://doi.org/10.1093/acrefore/9780190264093.013.1655en_US
dc.identifier.urihttp://hdl.handle.net/1880/114414
dc.identifier.urihttps://doi.org/10.11575/PRISM/46320
dc.publisherOxford University Pressen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.institutionUniversity of California Los Angelesen_US
dc.publisher.policyhttps://global.oup.com/academic/rights/permissions/autperm/?lang=en&cc=gben_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.title“Globalization,” Coloniality, and Decolonial Love in STEM Educationen_US
ucalgary.item.requestcopytrueen_US
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