Article Sidebar
Main Article Content
Nov 12, 2025
Abstract
A PhD student in science education and her teacher embark on a journey of academic exploration from a gender perspective that invites them to challenge their certainties and embrace the fragilities of what they know, what they are and what they expect from the doctoral process linked to science education. On this journey, they are immersed in the literature that invites them to question the very university teaching, which crystallises in a written dialogue on episodes that inspire them to reflect critically. A phrase guides this path: ‘Fragilise thought to make it rebellious’, which becomes the compass of what you will read next. This reflective piece that recounts an educational experience of collaboration in communities of teachers concludes with recommendations for higher education, as well as an invitation to fragilise us from a gender perspective. From a power-sensitive stance, this implies questioning how knowledge is constructed in science education and what role we occupy in that space.
References
Ahmed, S. (2017). Living a Feminist Life. En Duke University Press eBooks. https://doi.org/10.1215/9780822373377
Ardiles, T., Bravo González, P., & González Weil, C. (2023). Decolonising master’s supervision by queering/enfletando the process: opening decolonial cracks through fleta reflexivity. British Journal of Sociology of Education, 44(8), 1321-1340.
Bazzul J. (2016) Science Education as a Site of Struggle. In: Ethics and Science Education: How Subjectivity Matters. Springer Briefs in Education. Springer: Cham. https://doi.org/10.1007/978-3-319-39132-8_1
Bautista, J. J. (2014). ¿Qué significa pensar «desde» América Latina?: Hacia una racionalidad transmoderna y postoccidental (1.a ed.). Ediciones Akal S.A.
Behari-Leak, K., Josephy, S., Potts, M., Muresherwa, G., Corbishley, J., Petersen, T., & Gove, B. (2019). Using vulnerability as a decolonial catalyst to re-cast the teacher as human(e). Teaching In Higher Education, 26(4), 557-572. https://doi.org/10.1080/13562517.2019.1661376
Contreras, José y Pérez de Lara, Nuria (comps.) (2014). Investigar la experiencia educativa. Madrid: Morata, págs. 21-86.
Cruz, G. B. da., & Jiménez-Narvaéz, M. M. (2023). Formación e inserción profesional docente en contexto: Debates entre Brasil y Colombia (1.a ed.) [Digital]. Paco.
Derrida, J. (1998). La Différance [Conferencia pronunciada en la Sociedad Francesa de Filosofía, el 27 de enero de 1968]. Publicada en Márgenes de la Filosofía. Trad. Carmen González Martín. Madrid: Cátedra, 10.
Derrida, J. (1995). The gift of death. Chicago and London: University of Chicago Press.
Fals Borda, O. (1971). Ciencia propia y colonialismo intelectual (2.a ed.). Editorial Nuestro Tiempo.
Freire, P. (1970). Pedagogy of the Oppressed. 30th Anniversary Edition. Bloomsbury.
Frausto Aceves, A., Torres-Olave, B., & Tolbert, S. (2022). On love, becomings, and true generosity for science education: Honoring Paulo Freire. Cultural Studies of Science Education, 17(2), 217-230.
Gago, V. (2022). Principio Silvia Rivera Cusicanqui: fragilizar el pensamiento para hacerlo rebelde. El lugar sin límites. Revista de Estudios y Políticas de Género, 4(6), 19-36.
Guerrero, G. R. & Torres‐Olave, B. (2021). Scientific literacy and agency within the Chilean science curriculum: A critical discourse analysis. The Curriculum Journal, 33(3), 410-426. https://doi.org/10.1002/curj.141
Guzmán, P., González, B., García Martínez, Á., Baquero-Mendieta, G., Dueñas, Y., Merino Rubilar, C. (2018). Fenómeno Tensión Didáctica (1.a ed.). Proyecto ACACIA. Fenómenos Cultiva - Fenómeno Tensión Didáctica
Haraway, D. J. (1995). Ciencia, cyborgs y mujeres: La reinvención de la naturaleza. En Cátedra eBooks. http://atlas.umss.edu.bo:8080/jspui/bitstream/123456789/492/1/LD-300-115.pdf
Henderson, E. (2015). Gender Pedagogy: Teaching, Learning and Tracing Gender in Higher Education. London: Palgrave Pivot.
Jackson, A., & Mazzei, L. (2013). Plugging one text into another: Thinking with theory in qualitative research. Qualitative inquiry, 19(4), 261-271.
Martínez-Galaz, C. P., Palomera-Rojas, P. V., Baquero-Mendieta, G. M., & Melo-Letelier, G. F. (2024). Concepciones del profesorado formador de formadores sensible a la relación entre el género y la educación científica. Formación Universitaria, 17(1), 33-44.
Spivak, G. C. (1976). Translator’s preface. In J. Derrida, Of grammatology (G. C. Spivak, Trans.) (pp. ix-lxxxvii). Baltimore, MD: Johns Hopkins University Press.
Tolbert, S., Aceves, A. F., & Olave, B. T. (2023). From false generosity to true generosity: Theorizing a critical imaginary for science education. In Reimagining Science Education in the Anthropocene, Volume 2 (pp. 163-184). Cham: Springer International Publishing.
Torres Olave, B., Tolbert, S., & Frausto Aceves, A. (2023). Reflecting on Freire: a praxis of radical love and critical hope for science education. Cultural Studies of Science Education, 18(1), 1-20. https://doi.org/10.1007/s11422-023-10168-1
Vanegas Ortega, C. M., & Fuentealba Jara, A. R. (2019). IDENTIDAD PROFESIONAL DOCENTE, REFLEXIÓN Y PRÁCTICA PEDAGÓGICA: Consideraciones claves para la formación de profesores. Perspectiva Educacional, 58(1). https://doi.org/10.4151/07189729-vol.58-iss.1-art.780
Vásquez, J. G. (2011). El ruido de las cosas al caer. https://www.quelibroleo.com/archivos_capitulos/capitulo_9788420475073.pdf
Zembylas, M. (2024). Engaging Emotional Fundamentalism in the University Classroom: Pedagogical and Ethical Dilemmas. British Journal of Educational Studies, 1–18. https://doi.org/10.1080/00071005.2024.2324067
Zembylas, M. (2023). Political anger, affective injustice, and civic education. Journal of Philosophy of Education, 57(6), 1176-1192. https://doi.org/10.1093/jopedu/qhad073
Zembylas, M. (2016). Making sense of the complex entanglement between emotion and pedagogy: Contributions of the affective turn. Cultural studies of science education, 11, 539-550.
