- Critiquing education as inherently disciplinary and carceral can undercut public investment in education or imagination of different educational futures. On the other hand, it is through such a critique that a different imagination becomes possible.
- Critiquing science as inherently extractive and exploitative can undermine its immense aspirational, aesthetic, and profound implications
- Restricting what could count as “science” and what could count as “education”
- Reinforcing the silo-ing of disciplines and spaces of education
- Reproducing cultural and place-based essentialised, especially in discourses of culturally-relevant and place-based science pedagogies
- Overdetermination of the archive by “official” teaching material and teaching histories
- conservative voices and institutions on education in settings where they might be prominent and influential stakeholders
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