Description
Book SynopsisMathematics, Science and Technology Education (MSTE) emerged as a research discipline in the 1960s, and continues to reflect the distinctive flavour and character of its roots in Western societies, and science. In this mode, often based on positivist frameworks, research environments are characterised by idealised environments, sanitised research conditions; depoliticised neutralised data and contested analyses. The book arises from needs in the mathematics and science education research community in Southern Africa for a methodology text that is responsive to rapidly changing educational environments; and to the challenges and possibilities of research in contexts characterised by inequality, diversity, poverty, violence, the particular history within which research takes place, and the consequent ethical and socio-political considerations. The book also acknowledges and works with the practical and political realities of education and schooling in much of Southern Africa, where schools are often poorly resourced and communication with them is often difficult, and where research methodologies and ethics have to take account of the complexities of school operations and school-community relationships. The book does not aim to position itself as a counterpoint to ''conventional'' research methodologies. It aims to build on the established base of mainstream MSTE and seeks to elevate and widen the debates, raise methodological issues, and offer innovative possibilities and pedagogies. To this end, the chapters present theoretical, meta-level reflections on issues in research design in the fields of mathematics, science and technology education. In this shift of focus, the book draws on a number of fairly recent research approaches. These include ethno mathematics, cultural studies in science education, place-based education, community-based education, environmental education, socially critical theory, and education for social and economic development.
