naa a22 4500 510780695 CHVBK 20180411083246.0 cr unu---uuuuu 180411e20130301xx s 000 0 eng 10.1007/s11422-013-9481-z doi (NATIONALLICENCE)springer-10.1007/s11422-013-9481-z Bazzul Jesse University of Toronto, Toronto, ON, Canada aut Emancipating subjects in science education: taking a lesson from Patti Lather and Jacques Rancière [Elektronische Daten] [Jesse Bazzul] This paper extends the conversation started by Patti Lather in her forum response to "Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity”, in terms of engaging the thought of Jacques Rancière. Rancière can offer (science) educators a more definitive example of (possible) emancipatory political subjectivities. His notion of radical equality can also aid in developing new pedagogical spaces in science education. This latter point is taken up in the concluding sections of this short essay. Springer Science+Business Media Dordrecht, 2013 Rancière nationallicence Subjectivity nationallicence Equality nationallicence Science education nationallicence Lather nationallicence Cultural Studies of Science Education Springer Netherlands 8/1(2013-03-01), 245-251 1871-1502 8:1<245 2013 8 11422 https://doi.org/10.1007/s11422-013-9481-z text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11422-013-9481-z text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Bazzul Jesse University of Toronto, Toronto, ON, Canada aut NATIONALLICENCE 773 0- Cultural Studies of Science Education Springer Netherlands 8/1(2013-03-01), 245-251 1871-1502 8:1<245 2013 8 11422 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer