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In this article, I use the idea of post-patrimonial governance to consider the science education of future scientists. I argue, with Anna Yeatman, that the politics of our time is structured by a contest between two kinds of post-patrimonial contractualism. Data are reported from a study of contemporary Australian scientists to show that some scientists are successfully conducting professional relationships with their publics that are consistent with what Yeatman has called the new contractualism. These approaches contrast with the neopatrimonial contractualism that typifies neoliberal governance and which is prevalent in many societies today. Science educators face a choice to provide accounts of science that acknowledge the work of these scientists and that prepare both future scientists and their future publics for professional relationships of reciprocal respect. I suggest approaches for school science education that are consistent with such a choice. |
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