This book consists of stories of struggles in science education presented by a network of science educators working in Australia, Brazil, Canada, Britain, and the United States. The common goal of these educators is to produce more socially/ecologically just models and practices of science education. The book considers and reworks the key-terms of current social justice: agency, realism, justice, and power. Its first section explores re-inhabiting science in the quest for more just worlds including reterritorializing science within emergent theories of critical realism, engaging citizens activists with corporate science, and challenging neoliberalism and the forces that organize (structure) knowledge. The second section redefines praxis of science education itself through nuanced explorations of agency, decolonialism, and justice in ways that emphasize complexity, hybridity, ambivalence, and contradiction. The stories of this international group capture individual and collective efforts, motivated by a persistent sense that science and science education matter for questions of justice.

Situating Maori Ecological Knowledge (MEK) within traditional environmental knowledge (TEK) frameworks, this book recognizes that indigenous ecological knowledge contributes to our understanding of how we live in our world (our world views), and in turn, the ways in which humans adapt to climate change. As an industrialized nation, Aotearoa/New Zealand (A/NZ) has responsibilities and obligations to other Pacific dwellers, including its indigenous populations. In this context, this book seeks to discuss how A/NZ can benefit from the wider Pacific strategies already in place; how to meet its global obligations to reducing GHG; and how A/NZ can utilize MEK to achieve substantial inroads into adaptation strategies and practices. In all respects, Maori tribal groups here are well-placed to be key players in adaptation strategies, policies, and practices that are referenced through Maori/Iwi traditional knowledge.