Page 29 - Cultural Studies of Science Education

xxviii Prologue

beliefs, concerns, the Earth
turns slowly,
blue orb in black space; it remains
gracious: it feeds us,
pities us, stirs us, holds up
the mirror of what we do.
Learn by doing and teach
through the heart:
science, our great construct, is not
value neutral. Lean forward and taste it:
oil, spark, salt and cinnamon; hear it,
a hundred thousand voices; speak it
in your own tongue, negotiate
each new idea, a bright coin.
Arthur J. Stewart

Acknowledgments The editors wish to thank Kenneth Tobin, Kate Scantlebury, and Springer
Publishing (Bernadette Ohmer), who have promoted a forum centered on topics such as indige-
nous knowledge and sociocultural frameworks in science education for several years now. We
want to encourage the representation of many voices for years to come.

References

Bateson, G. (1972). Steps to an ecology of mind. Chicago/London: University of Chicago Press.
Blu, J. B. (2009). The fire ant wars: Nature and science in the pesticide controversies of the late
twentieth century. In P. Sutter & C. Manganiello (Eds.), Environmental history and the
American South: A reader (pp. 345–371). Athens: University of Georgia Press.
Mueller, M. P. (2009). Educational reflections on the “ecological crisis”: Ecojustice, environmen-
talism, and sustainability. Science & Education, 18, 1031–1056.
Stewart, A. J. (2003). Rough ascension and other poems of science. Knoxville: Celtic Cat.