Critiquing education as inherently disciplinary and carceral can undercut public investment in education or imagination of different educational futures. On the other hand, it is through such a critique that a different imagination becomes possible.
Critiquing science as inherently extractive and exploitative can undermine its immense aspirational, aesthetic, and profound implications
Restricting what could count as “science” and what could count as “education”
Reinforcing the silo-ing of disciplines and spaces of education
Reproducing cultural and place-based essentialised, especially in discourses of culturally-relevant and place-based science pedagogies
Overdetermination of the archive by “official” teaching material and teaching histories
conservative voices and institutions on education in settings where they might be prominent and influential stakeholders
