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Most of what we experience as salient in education is a matter of curriculum; however, decisions on content and delivery of science curricula are often conflicted between apparently irreconcilable purposes. This paper outlines the key features of a science curriculum as heterotopia, that is, as a space for enacting multiple and diverse sense-experiences. Moving beyond the neoliberal logic of expanding freedom of choice, it is a science curriculum that works in the humanistic sense of transforming the kinds of humans we desire to be, overcoming the instrumental mission of science education, for a science curriculum that truly matters.
|Number of pages||6|
|Journal||Science Teacher Education|
|Publication status||Published - 23 Nov 2021|
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