Specifically, the adversary mode therein not only excludes, differs, and defers Indigenous science to-come, but also upholds the metaphysics of modernity through its enactment (via distance, dichotomy as mutual exclusivity discussed within this chapter). The possibility of critique as plural is significant as the mode of critique within the multicultural science education debate from the previous chapter (re)produce Indigenous science as yet-to-come. Drawing from Foucault’s ( 1997) insight that the critical attitude is but a critical attitude, I explore possibilities for and of critique that stem from and respond to the crisis and critique of critique (see Barad, 2012a Kirby, 2011 Latour, 1993, 2004a). Excavating the concepts that linger and lurk when critique is presented as atheoretical in science education, the following chapter engages with the theoretical homework of response-ability. The purpose of this chapter 1 is to explore what Foucault refers to as “the” critical attitude and its relationship to science education. In particular, three optical apparatus-the mirror, the prism, and the diffraction grating-are employed to analyse and inform how the critical gaze might be differentially configured within science education to (re)open the space of responsiveness. Building on the insight that scientific knowledge-practice is always already situated, the ways in which criticality in science education is always mediated by conceptual apparatuses, whether real or imagined, is considered. In turn, the possibility of critique as plural is significant as the mode of critique within the multicultural science education debate (re)produces Indigenous science as yet-to-come. Drawing from the insight that the critical attitude is but a critical attitude, the possibility of critique as plural and multiplicative is explored herein positing that (an) unsettling criticality is not only one which critiques settler colonial logics and practices but also the taken-for-granted ways-of-critiquing which can undergird these very efforts. The purpose of this chapter is to explore what Foucault refers to as “the” critical attitude and its relationship to science education.
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