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<p>What follows is a manifesto to substantiate four theses. <i>First</i>, science and science education are not what they purport to be and require recategorization as technoscience and technoscience education. <i>Second</i>, technoscience and technoscience education are constituted in the pernicious whiteness of coloniality and need to be understood as mechanisms of domination. <i>Third</i>, pluriversal science<i>s</i> and science education<i>s</i> toward bioregion and community are emerging and require leveraging. <i>Fourth</i>, the notion of <i>contextual mitigating factors</i> provides an essential analytic for pluriversal science<i>s</i> and science education<i>s</i>. The manifesto is a clarion call for affinity groups’ radical and alliance-oriented critical curricular-pedagogical praxes—informed by contextual mitigating factors—to reveal the pernicious whiteness of coloniality in technoscience and technoscience education <i>and</i> advance pluriversal science<i>s</i> and science education<i>s</i>.</p>

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A manifesto to young activist scientists and science educators: toward pluriversal sciences and science educations within bioregions and communities

  • 期刊论文

  • 发表日期：

    2025年2月15日

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  • James C. Jupp

摘要

What follows is a manifesto to substantiate four theses. First, science and science education are not what they purport to be and require recategorization as technoscience and technoscience education. Second, technoscience and technoscience education are constituted in the pernicious whiteness of coloniality and need to be understood as mechanisms of domination. Third, pluriversal sciences and science educations toward bioregion and community are emerging and require leveraging. Fourth, the notion of contextual mitigating factors provides an essential analytic for pluriversal sciences and science educations. The manifesto is a clarion call for affinity groups’ radical and alliance-oriented critical curricular-pedagogical praxes—informed by contextual mitigating factors—to reveal the pernicious whiteness of coloniality in technoscience and technoscience education and advance pluriversal sciences and science educations.