The use of Counter-Narratives in Science Education
An exploratory and integrative review
DOI:
https://doi.org/10.58422/repesq.2025.e1682Keywords:
Counter-narratives, Science education, Integrative reviewAbstract
This article presents an exploratory and integrative review on the use of counter-narratives in science education, with the aim of examining how they can combat inequalities and promote more inclusive science education. A total of 3,423 articles were consulted, of which only nine used counter-narratives in empirical studies in science education. The analysis identified two main axes: the relationship between counter-narratives and cultural identities in Science, Technology, Engineering and Mathematics (STEM) education, and the impact of social place/context on students’ educational aspirations. The results highlight the importance of these narratives in STEM education, but highlight gaps, especially in the Brazilian context.
References
ADICHIE, C. N. O perigo de uma história única. São Paulo: Companhia das Letras, 2019.
BHABHA, H. K. Nation and narration. London; New York: Routledge, 1990.
BOTELHO, L. L. R.; CUNHA, C. C. DE A.; MACEDO, M. O Método da Revisão Integrativa nos Estudos Organizacionais. Gestão e Sociedade, v. 5, n. 11, p. 121, 2 dez. 2011.
Gil, A. C. Métodos e técnicas de pesquisa social. 6 ed. São Paulo, SP: Atlas, 2008.
IBOURK, A.; HUGHES, R.; MATHIS, C. “It is what it is”: Using Storied?Identity and intersectionality lenses to understand the trajectory of a young Black woman’s science and math identities. Journal of Research in Science Teaching, 18 fev. 2022.
Bamberg, M. & Andrews, M. Considering counter narratives. Amsterdam: John Benjamins, 2004.
MIGNOLO, W. Coloniality. In: The darker side of western modernity: global futures, decolonial options. Durham; London: Duke University Press, 2011, p. 01-24.
MILES, M. L.; ROBY, R. S. Black liberatory science education: positioning Black youth as science learners through recognizing brilliance. Cultural Studies of Science Education, v. 17, n. 1, p. 177–198, mar. 2022.
MILLS, R. et al. How do rural Australian students’ ethnogeographies related to people and place influence their STEM career aspirations? International Journal of Science Education, v. 43, n. 14, p. 2333–2350, 1 set. 2021.
NAZAR, C. R. et al. Critically engaging engineering in place by localizing counternarratives in engineering design. Science Education, v. 103, n. 3, p. 638–664, 8 fev. 2019.
POTVIN, G. et al. Examining the effect of counternarratives about physics on women’s physics career intentions. Physical review, v. 19, n. 1, 7 abr. 2023.
SETTLAGE, J. Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default. Cultural Studies of Science Education, v. 6, n. 4, p. 803–836, 1 abr. 2011.
SHEA, M. V. et al. Infrastructural injustices in community?driven afterschool STEAM. Journal of Research in Science Teaching, 21 fev. 2023.
?SPEZZA, S. B. et al. “I’ve felt out of place sometimes in STEM but my cultural roots say otherwise:” Latina college students’ identity conundrums and opportunities in a science research internship. Cultural Studies of Science Education, v. 18, n. 4, p. 1223–1253, 16 nov. 2023.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Revista Eletrônica Pesquiseduca, Revista do Programa de Pós-Graduação em Educação - Universidade Católica de Santos (ISSN: 2177-1626) é detentora dos direitos autorais de todos os artigos publicados por ela. A reprodução total dos textos em outras publicações, ou para qualquer outro fim, por quaisquer meios, requer autorização por escrito do editor. Reproduções parciais de artigos (resumo, abstract, mais de 500 palavras de texto, tabelas, figuras e outras ilustrações) deverão ter permissão por escrito do editor e dos autores.
