STEAM Education for All? Mapping the Terrain of International Cooperation Development Projects

Dear Colleagues,

Currently, global societies are increasingly shaped by science and technology (Hodson, 2003). Equitable and inclusive development implies high-quality, scientific, and ICT-oriented education, a public good that is—or should be—a crucial issue in national education policies (Kyle, 2020) and in international development agendas (AUC, 2015; UNESCO, 2016). International cooperation has been acknowledged as one privileged strategy towards sustainable development, justifying one goal, per se, at the United Nations Sustainable Development 2015–2030 Agenda (Goal 17), as well as constituting specific strategies and targets within each of the other 16 goals (e.g., Goal 4, Quality Education, target C. “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states.” (UNESCO, 2016, p. 19)).

Despite the growing number of international cooperation protocols in science education, involving higher education institutions (HEIs) and/or nonprofit organizations from civil society, the knowledge of what has been achieved so far is (still) unclear (Lopes, 2020). Critical voices about the potential negative consequences of international protocols and their impact on local communities are increasing, claiming a not so desirable scenario of what João Milando, an Angolan sociologist,  named “cooperation without development” (Milando, 2005). Sharing learning experiences (OCDE; 2006), focused on the gains and the pains of every involved stakeholder,  is therefore crucial.

In this Special Issue, we welcome theoretical, narrative, or empirical studies problematizing science education research or intervention projects involving partnerships with organizations/institutions from underserved communities around the globe. The Special Issue is intended to explore cooperation development in science education in a broader sense of negotiation between involved partners—in alignment with Marcel Maus’ essay, focused on reciprocity and exchange (Maus, 1974; Silva, 2008). “How far or close are we indeed from international cooperation as a strategy towards sustainable development?” (Silva 2008). It is believed that extending reflections beyond the immediate outputs, integrating processes, and acquired tacit knowledge, along international partnerships, will be a step forward in understanding the complexity of cooperation development networks, including—but not limited to—science education.

References

African Union Commission (2015). Agenda 2065—The Africa We Want; AUC: Addis Ababa, Ethiopia

Hodson, D. (2003). Time for action: science education for an alternative future. International Journal of Science Education, 36(6), 645-670

Kyle, W.C. Expanding our views of science education to address sustainable development, empowerment, and social transformation (2020). Disciplinary and Interdisciplinary Science Education Research, 2(2), https://doi.org/10.1186/s43031-019-0018-5

Lopes, B. (2020). As universidades públicas portuguesas e a capacitação na área da Educação em Ciências no âmbito da Cooperação Internacional para o Desenvolvimento: do mapeamento à sua problematização [Portuguese public universities and training in the field of science education in the context of international cooperation for development: from mapping to their problematization]. Revista Lusófona da Educação, 47, 129-143

Milando, J. (2005). Cooperação sem desenvolvimento [Cooperation without development]. Imprensa de Ciências Sociais.

Mauss, M. (1974). “Ensaio sobre a dádiva”. ["Essay on the gift"]. Sociologia e antropologia, vol. II. São Paulo: Editora Pedagógica e Universitária Ltda. pp. 37-184.

OCDE (2006). The challenge of capacity development: working towards good practices. Paris: OCEDE. http://www.fao.org/fileadmin/templates/capacitybuilding/pdf/DAC_paper_final.pdf.

Silva, K.C. (2008). A cooperação  Internacional como dádiva. algumas aproximações [International cooperation as a gift: some approaches]. MANA 14(1): 141-171, 2.

UNESCO (2016). Education 2030: Incheon Declaration and Framework for Action towards inclusive and equitable quality education and lifelong learning for all. Paris: UNESCO.

Dr. Betina da Silva Lopes
Dr. Mariana R.P. Alves
Dr. Rafael Galupa
Dr. Soolakshna Lukea Bhiwajee
Guest Editors

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• science education
• science democratization
• equitable research partnerships
• Global South and Global North
• educational research
• educational leadership
• impact evaluation
• STEAM Education