In this paper, we craft a dialogue between “The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability,” by Sophia Jeong, Brandon Sherman, and Deborah Tippins and, “The quest for sustainable futures: designing transformative spaces for youth through critical response-ability,” by Shakhnoza Kayumova and Deborah Tippins. We argue for an optimistic approach to post-Anthropocene science education that acknowledges humans as the animals we are, albeit with a more sophisticated understanding of our place in the world. It is this understanding that gives us both responsibility and a response-ability to our human and non-human actors within our earthly entanglement. To do this requires reimagining science classrooms as locations of opportunity where students develop agential literacy. These classrooms provide an environment that allow students to develop their skills as sustainability engineers. We advocate for embracing indigenous ways of knowing, opening locations of possibilities through policy reform, fostering an integrated model of STEM education, and re-imagining teacher education to promote and move toward equitable science education.

在本文中，我们在 Sophia Jeong、Brandon Sherman 和 Deborah Tippins 的“我们所知道的人类世：后人文主义、科学教育和科学素养作为通往可持续发展的道路”和“对可持续未来的追求：通过批判性的反应能力为青年设计变革性空间，”Shakhnoza Kayumova 和 Deborah Tippins。我们主张对后人类世科学教育采取一种乐观的态度，承认人类是我们的动物，尽管对我们在世界上的位置有更深刻的理解。正是这种理解赋予了我们对地球纠缠中的人类和非人类行为者的责任和反应能力。要做到这一点，需要将科学教室重新想象为学生发展代理素养的机会场所。这些教室提供了一个环境，让学生能够发展他们作为可持续发展工程师的技能。我们提倡拥抱本土的认知方式，通过政策改革打开可能性位置，培育 STEM 教育的综合模式，重新构想教师教育，以促进和迈向公平的科学教育。