Coordinator: Mr. Pritesh Ranadive
Coordinator: Dean's Office
Discursive Spaces and Sexual Subjectivities: Insights from Biology Classrooms
This thesis explores the discursive space of biology classrooms and sexual subjectivities (thoughts, emotions, dispositions, opinions, sense of self, and the world) therein. The thesis has been conceptualised with the understanding that the dynamics within a biology classroom cannot be fully comprehended without considering how the school as a whole operates and how broader societal discussions on sexuality shape the institution of the school. Hence, I begin by examining the sexuality discourses in the public sphere, then narrowing to the school, and finally zooming into biology classrooms. Through analysis of specific public discourses, science textbooks, teacher interviews, and classroom observations, I attempt to examine how relations of power and different institutional and cultural discourses work to constitute specific subjectivities. Within the classroom, I explore different aspects of teachers’ lived experiences and positionality that influence the narrative they bring while discussing sexuality. I further explore the interaction of scientific and moral discourses on sexuality in the classroom to produce narratives on reproduction, identity, and pleasure. Lastly, the thesis examines the troubled and tense environment that arises during these discussions and explores how teachers navigate these complexities.
Coordinator: Dean's Office
Towards Meaningful Integration of SSI-based Discussions in Indian Science Classrooms: Empowering Teachers for Change
Advances in science and technology create new intersections of science and society resulting in complex and often controversial issues such as climate change, GMO (Genetically modified Organisms), etc. which are termed as Socioscientific Issues (SSIs). SSIs are socially relevant, multifaceted issues that are grounded in science and technology. SSI-based pedagogical approaches have been recognized and promoted as effective in raising scientifically literate citizens (Zeidler & Keefer, 2003). The available literature shows that teachers struggle in adopting SSI-based pedagogy because of the complex and multifaceted nature of SSI (Anagun, & Ozden, 2010; Bryce & Gray, 2004; Lee, 2022). These approaches require teachers to transform their teaching orientation.
This study aims to empower science teachers to effectively integrate SSI-based approaches into their regular science teaching practice. Drawing on existing literature, which highlights the struggles faced by teachers in implementing SSI-based teaching, this work sought to advance knowledge about strategies and guidelines to support teachers in overcoming these challenges. By enhancing teachers' understanding of SSIs and providing them with the necessary tools and resources, this study endeavors to equip them with the skills to engage students in meaningful discussions and critical thinking about current and controversial science-related issues.
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