A Review of Cristiano B. Moura's (Ed.) (2024) A Sociopolitical Turn in Science Education: Towards Post-Pandemic Worlds

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DOI:

https://doi.org/10.37119/ojs2026.v31i3.1115

Abstract

This book review examines Cristiano B. Moura’s (2024) A Sociopolitical Turn in Science Education: Towards Post-Pandemic Worlds. This edited book is about how science education can imagine a more just future for the planet by interrogating hegemonic science norms. With the COVID-19 pandemic as a lens for understanding science and society, the different authors in this book articulate new perspectives for addressing social and ecological injustices while advocating for a sociopolitical movement in science education. Although the primary audience for Moura’s book is science education researchers, this book review also draws attention to chapters sharing practical examples of a sociopolitical approach for possible K–12 classroom adaptations. In this review, an overview of each book section is provided while highlighting chapters of interest. Strengths and critiques of the text are also discussed. Overall, this book, which brings together diverse perspectives from global contexts, provides a valuable and timely contribution to science education research. It is a powerful call to action for science educators to engage with the sociopolitical movement in their scholarship and teaching practices.

Keywords: science education, sociopolitical turn, socioscientific issues, social justice, ecological justice

Author Biography

  • Peiki Loay, University of Manitoba

    Peiki Loay holds a MEd from the Faculty of Education at the University of Manitoba. She is also a science educator in the Manitoba public school system. Her research interests include justice-oriented science pedagogies, Indigenous Science perspectives, the role of science educators in reconciliation, queering science through wonder, anti-racism and (re)centring marginalized voices through (counter)storytelling. As a teacher and scholar, Peiki walks alongside educators locally and provincially in the areas of treaty and critical social justice to foster courageous, accountable spaces of belonging for all learners.

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Published

2026-11-03

Issue

Vol. 31 No. 3 (2026): Autumn 2026 - Socioscientific Issues [in education]: Voicing Canadian Perspectives

Section

Book Reviews

License

Copyright (c) 2026 Peiki Loay

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