Expanding Pro-ecojust Dispositifs In/Through Science & Technology Education: Editorial Introduction

Although humanity has much to celebrate about processes and products of fields of science and technology (S&T), not least of which are advancements in medical and agricultural fields, wellbeing of many (a)biotic systems are under severe and frequently-ongoing threats that have been associated with S&T fields. Rather than treating such fields as main culprits, however, much scholarship suggests that significant blame must be directed at powerful — often financially — individuals and groups that appear to have, particularly in the neoliberal and authoritarian eras, rallied innumerable living, nonliving and symbolic entities to form dispositifs generally prioritizing elite wellbeing. Given problematics of such hegemonic networks, and their general resistance to disruption, those supporting increases in social justice and environmental vitality — including S&T educators and many others — must work to promote development of dispositifs that may at least modify (if not replace) dominating dispositifs. In this issue of JASTE, researchers collaborating in uses of the ‘STEPWISE’ curriculum and pedagogical framework describe and problematize recent such efforts