![]() ![]() In this introductory article, rather than presenting each of the manuscripts, we encourage you to engage in your own dialogic readings of these contributions. As we believe Freire would probably have appreciated, this critical imaginary is composed of diverse reflections, lenses, readings, and critiques of Freire’s work, which converge across but do not homogenize differences, honoring the richness of pluralism, and the expansive horizons that this vision for science education affords us all. ![]() In this special issue, 11 original articles, 4 forum responses, and one invited article form a critical imaginary for science education. All of the contributors to the special issue have undoubtedly been influenced by Freire’s work-including those, who, in the spirit of Freire and the never ending task of becoming and being, engage in more critical conversations with his work. In this issue, we celebrate Freire alongside many others in the fields of science and education, including scholars and activists from both Global South and North contexts, as well as transdisciplinary scholars outside of science and education. We are also fortunate to think in this special issue with one of Freire’s own critical friends, Shirley Steinberg, who has generously contributed the closing reflection. We have valued the opportunity to think with Freire from multiple perspectives, including from a genealogical perspective, attending to those thinkers/writers/activists who influenced Freire’s own thinking, such as Simone Weil and Franz Fanon. ![]() We started this special issue while celebrating Paulo Freire’s centenary (1921–2021), acknowledging and contemplating the critical implications of his work for science education. In the spirit of growing those connections, we gathered together across time zones to craft a call for proposals, inviting all of you to be part of this collective reflection-as authors and/or readers. The three of us, Betzabé, Alejandra, and Sara, connected at the crossroads of our diverse journeys as critical science educators (Frausto Aceves et al., 2022). Mobilized by our shared hopes and fears for our world(s), and the role science and education play in individual and collective becomings, we organized this special issue-a small but, in our experience so far, meaningful contribution toward the change we want to see in the world. Finalmente, presentamos los cuatro temas que dan forma a este número especial: Currículo de ciencias para la concientización: Contrarrelatos desde el campo, Transgredir y construir solidaridades a través de las fronteras en la educación científica, Devenires de base y colectivos, Diálogos con Freire: Intersecciones de la pedagogía crítica y otros enfoques filosóficos críticos. Luego de desarrollar esas ideas, nos inspiramos en la imaginación crítica de las y los autores de este número especial para reflexionar sobre cómo se ve una praxis de amor radical en y para la ciencia y la educación. Tomamos una posición como “desde dentro y fuera” de la educación científica, movilizadas por valores como la atención, la humildad, y el riesgo, para ser vulnerables, aprender, y dejarnos enseñar por otras y otros. También, reflexionamos, desde nuestra perspectiva el para qué de un número especial como este. En este manuscrito introductorio, presentamos nuestra visión para este número especial como un espacio para cultivar devenires colectivos en y con amor, esperanza crítica, y solidaridad. ![]()
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