Description:
I present a sociocultural approach to research and science
education that incorporates a recursive relationship between
transformation and theory, acknowledges the strengths of
subjectivity, and regards difference as a resource for learning.
The methodology incorporates hermeneutic-phenomenology,
reflexive inquiry, and event-oriented inquiry. Research on
emotions contextualizes methodologies for multidisciplinary
and multi-level research. Finally, a new journal that was developed
as a home for cultural studies of science education is
described along with the processes used in manuscript review
and publication.