The focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

对 Arthur Galamba 和 Brian Matthews 的“反对法西斯主义和威权主义运动兴起的科学教育：朝着发展民主教育学”的回应的重点是支持一种批判性教育学，该教育学可以用作对抗国内压制性意识形态的平衡力量科学教室。将科学教育置于批判性教育学的传统中，使我们能够审视挑战该领域的一些历史、理论和实践矛盾，并将科学学习视为更广泛的教育社会正义斗争的一部分。我的分析特别借鉴了 Paulo Freire 的思想，他的工作继续影响着理论、政治和教学重要性的问题。教育实践中领先的社会思想家，弗莱尔拒绝了占主导地位的霸权主义观点，即课堂话语是一个中立的和价值中立的过程，脱离了文化、历史、社会和政治背景的交汇点。Freire 的想法提供了与本次讨论相关的几个主题，包括他对教育、对话和良心化以及作为政治活动的教学的银行概念。我试图展示如何利用这些主题来推动对科学教学采取更具社会批判性和民主性的方法。