ABSTRACT
Science and science education have to be considered as socially situated political endeavours. 1 In the current social situation they seem particularly contested fields. While the neoliberal knowledge society relies on scientific knowledge for the stabilization and reproduction of the social order, an anti-science stance and anti-intellectualism is increasing with the rise of authoritarian ideas – in extreme right-wing, religious fundamentalist, and anti-feminist movements, but also in the so-called “centre” of society. Both neoliberal and reactionary conceptions of science are limited and problematic, foreclosing the possibilities of freedom and emancipation that critical science and science education may – despite justified critique (in particular postcolonial and feminist critique) – still have to offer. What might a feminist science literacy look like in this configuration?
