ABSTRACT
In this chapter, the author investigates the link between mechanisms of embryonic morphogenesis and cell differentiation to the even more complex task of reconceiving the notion of science literacy and reconfiguring a university-level science curriculum. D. Haraway argues similarly, claiming that to read such maps differentially, attuned to asymmetries of power, opportunity, benefit, and suffering, is to be technoscientifically literate. Haraway’s “feminism and technoscience” project and K. Barad’s sophisticated elaboration of the coming-to-matter of phenomena ground my explorations of the play of liberty in these practices of the natural sciences. In a technoscientific world, freedom is not liberation aided by the truths of science; it is neither an action or an end that a pure, objective science can enable nor a location outside the forces of history or desire. For T. Michel Foucault, liberty is neither a metaphysical nor a transcendental concept.
