Page 24 - Cultural Studies of Science Education

Prologue

Michael P. Mueller and Deborah J. Tippins

When Deborah first approached me about this book project, I was excited that we
might have the opportunity to hinge together these three fitting discourses in environ-
mental and science education. As many individuals know, the discourses of ecojus-
tice, place-based education, and indigenous knowledge systems often remain
marginalized within the national and international school environments across the
USA and the world. There are definitely exceptions where common grounds are
sought. Unfortunately, however, tensions remain about whether the environment
should play a significant role in what students learn in schools, or whether science
education should stick with the historical modes of inquiry. Deb and I both share a
passion for the Earth and cultural diversity, so this project certainly builds on what we
have developed a deeper love for. It is also exciting to work with Michiel and Jen who
share our interests and bring even greater attention to these natural ecologies.
This book weaves together vibrant dialogues developed in ecojustice, place-based
education, and indigenous knowledge systems’ literatures for cultivating conversa-
tions about the significance of a more holistic way of thinking about people and the
Earth in relation. We anticipate this conversation enlarges the spectrum of thinking
within cultural studies and environmentalism. It reminds us to pay more attention to
those things that we take for granted in our lives. The chapters that follow are part of
a forum of exchange, as those who are passionate tell their stories about ecojustice,
place, and indigenous knowledge, and explain their challenges or elaborate ideals.
Whenever possible, we asked the authors represented in the book to read generously
and provide a caring and thought-provoking deliberation. We invited a wide range of
researchers, pedagogues, scholars, teacher educators, and practitioners both in the
school and policymaking arenas. This book will hopefully further develop many fruit-
ful departures for the authentic benefits of living in relation with others and the land.

The Complexity of Weaving Narratives

The guiding philosophy for this book is ecojustice. It is informed by place-based
(science) education theory and activities, and indigenous knowledge. Since ecojus-
tice is the youngest and most theoretical doctrine, we begin with it and show how

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