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

TitleThose who can’t, teach: critical science literacy as a queer science of failure
Publication TypeJournal Article
AuthorsGiordano, Sara
JournalCatalyst: Feminism, Theory, Technoscience
Volume3
Issue1
Pagination1-21
ISSN2380-3312
AbstractIn 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."
URLhttps://catalystjournal.org/index.php/catalyst/article/view/28790
DOI10.28968/cftt.v3i1.28790
Short TitleThose who can’t, teach
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