Courting the positive virtues: a case for feminist science

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Abstract
Curriculum changes are being urged on schools in order to meet the needs and expectations of girls in science. The move towards ‘science for all’ in British schools means that girls will be required to do science at least from 11‐16. The initial response has been to develop ‘girl‐friendly’ science in order to improve the image of a clearly masculine and male‐orientated domain of inquiry. We argue that this is essentially a cosmetic exercise that fails to come to terms with the essential masculinity of science. Even a re‐shaping of school science as ‘feminine science’ is not enough, and we speculate on what a feminist science might be as a possible curriculum goal. We develop this through a ‘particular humanist’ stance of science and then look to see what implications this might have for the practice of school science itself. We suggest it is school science that must change ‐‐ not girls ‐‐ and that the responsibility for change lies with curriculum developers both within and without of schools.