Those who can’t, teach: critical science literacy as a queer science of failure

Sara Giordano

Abstract


In this paper, I argue that those of us who have left the Sciences proper and moved to feminist studies spaces have continued to do science through our teaching. In a moment when the impulse to do real science is palpitating in our feminist hearts, I suggest that we critically examine the political stakes of our affective attachments and detachments from s/Science(s). I consider what it means to be attached to a Science that earned its epistemic authority through its co-constitution with colonization and slavery. I argue that passion for science may act to strengthen the relationship between Science and Truth and conversely, willful refusal and failure may be used to break the bond. I offer critical science literacy as a practice that can directly challenge the epistemic authority of Science and be read as "doing science" or more broadly as "rewriting knowledge." 

Keywords


critical science literacy; affect; pedagogy; epistemic power; privilege

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DOI: http://dx.doi.org/10.28968/cftt.v3i1.122

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Copyright (c) 2017 Sara Giordano

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