Science for citizenship

In many countries, to be good at Science is a qualification needed to reach prestigious higher education and societal positions. Since the pass rate in the science subjects is lower than in other school subjects, it can be assumed that Science is a key factor in the reproduction of an unequal society. The way Science is taught in schools may thereby contribute to a society where children from minority cultures or disadvantaged socioeconomic backgrounds have less chance to succeed. It may even be assumed that these practices can contribute to the increasing stratification and polarisation of Swedish society. The overall aim in this study is to understand how school Science reproduces structures in society. Based on theories of reproduction, I will try to understand how school Science (Physics, Chemistry and Biology) can be a key factor in the reproduction of an unequal and unjust society. Data are collected at Swedish compulsory schools with ethnographic methods. Results will be discussed and analysed using concepts derived from Bourdieu (Bourdieu & Passeron, 1977; Mills, 2008a, 2008b; Reay, 2004), as well as from a science education point of view. In particular, the study will be informed by research regarding impacts of gender, ethnicity and/or socioeconomic background in science education (Aikenhead, 1996, 2001, 2007; Costa, 1995; Lee, 2003)