I have varied interests in science and environmental education research, ranging from sociological investigations on the institutional production of subjectivities in school science to comparative international perspectives. My recent academic work is oriented from sociocultural perspectives and methodology to address how social oppressions may be linked to science education’s exclusionary practices, as well as how subjectivity can be constituted by discourses in science education. I have conducted research to answer questions about the presence of human-centered discourses such as anthropocentrism, neoliberalism and biocapitalism in school science, such as: How are nature-human relationships represented in school science? How are human-centered discourses enacted by teachers and students in science class? How might we undertake questioning and critique of human-centered discourse with a mind towards school science reform? How are neoliberal and biocapitalist discourses influential in the development of public science education policy? The underlying theme of my work involves finding ways to disrupt what has been taken for granted in science education and to consider how science education might be involved in re-building sustainable relationships between ourselves, our communities, and nature. My analytical focus has been primarily on potential junctures of the artificial binary of Humanist dualisms between the self/other, structure/agency and human/nature. I believe I have broken new ground on science teacher enactment of nature-human relationships, as these binaries are tenaciously resistant to sociological methods of study in general, and theories that begin to bridge these boundaries have been seldom applied to school science research.
Associated research interests have focused on normative neoliberal and biopolitical discourses in school science, and how these discourses might be disrupted through science education involving, for example, activism, and environmental education. A key focus in this research has involved critical evaluation of STEM education. Findings have identified strong neoliberal and biopolitical influences in STEM education, which, I suggest, are likely to inculcate subjectivities in teachers and students amenable to the advancement of transnational techno-science industry, but fall short of goals of meeting diverse student needs and social/environmental justice. Instead, I advocate for socially just STEM education that allows teachers and students to design learning experiences that meet community needs.
Refereed Journal Articles
Hoeg, D. (forthcoming). Discourse analysis of STEM teaching texts from Canada: Questioning purposes of STEM education. Canadian Journal of Science, Mathematics and Technology Education.
Hoeg, D. (forthcoming). The constitution of nature by teacher practice in secondary school science. Science Education.
Hoeg, D. & Bencze, L. (2017). Rising against a gathering storm: A biopolitical analysis of citizenship in STEM policy. Cultural Studies of Science Education. Special Edition on Biopolitics.
Hoeg, D. & Bencze, L. (2017). Values underpinning STEM education in the USA: An analysis of the Next Generation Science Standards. Science Education, 101(2), 278-301.
Hoeg, D., Lemelin, N. & Bencze, L. (2015). Socio-political development of private school children mobilising for disadvantaged others. Cultural Studies of Science Education 10 (4), 1155–1174.
Hoeg, D. (2015). Ruling relations in school science: reorganising the social relations of school science through an emancipatory sociology for the people. Journal of Activist Science and Technology Education 5(2), xx-xx.
Inwood, H. & Hoeg, D (2015). Going DEEPER: Outdoor and experiential learning in initial teacher education. Pathways: The Ontario Journal of Outdoor Education, 27(3),7-11.
Hoeg, D. (2011). Curriculum and creativity: One teacher’s story of including science content in STSE-activism education. The Crucible 42(5).
Hoeg, D. (accepted). Encounters, disequillibrium and new ontologies of nature: Considerations of spirituality in science education. In S. Jagger & P. Trafonas (Eds.), Handbook of Cultural Studies and Education. (pp. xx-xx). Routledge: UK
Hoeg, D., El Halwany, S., Sperling, E., Zouda, M. & Bencze, L. (In Press). Confronting self–Stories of incipiency, disequilibrium, and becoming critical in science education. In J. Bazzul & C. Siry (Eds.), Critical voices in science education research: Narratives of academic journeys (pp. xx-xx). Dordrecht: Springer.
Hoeg, D., Williamson, T., & Bencze, L. (2017). School science ruling relations and resistance to activism in early secondary school science. In L. Bencze (Ed.). Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments. (pp. 49-66). Dordrecht: Springer
Hoeg, D., DiGiacomo, A., El Halwany, S., Krstovic, M., Milanovic, Phillips-McNeil,C., M., Zouda, M., & Bencze, L. (2017). Science for citizenship: Using Prezi for education about critical socio- scientific issues. In L. Bencze (Ed.) Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments. (pp. 359-380). Dordrecht: Springer
Hoeg, D. & Barrett, S. (2016). Pre-service teachers’ beliefs about environmental education: Enthusiasm and misconceptions. In D. Karrow, M. DiGiuseppe, P. Elliott, Y. Gwekwerere & H. Inwood (Eds.) Canadian Perspectives on Initial Teacher Environmental Education Praxis Canadian Association for Teacher Education. (pp. 35-66). Canadian Association for Teacher Education (CATE): Ottawa, ON
Hoeg, D. & Bencze, L. (2014). Counter cultural hegemony: Student teachers experiences implementing STSE-activism. In L. Bencze & S. Alsop (Eds.), Activist Science and Technology Education. (pp. 575-596). Dordrecht: Springer