This article explores ACT UP (AIDS Coalition to Unleash Power) through a Freirean lens of critical consciousness, dialogue, and transformation. The purpose is to draw from where there have been processes of engagement of sociopolitical action in science and how these spaces can become meaningful entry points to take toward making a “sociopolitical turn” in science education, as well as in science more broadly. Current practices in science education do not adequately prepare educators and students to challenge and interrupt injustices that we are emersed in. ACT UP is a well-studied example of when non-specialists engaged with science and scientific knowledge making to shift power and policy. Paulo Freire’s pedagogy was developed alongside social movements. By examining ACT UP through a Freirean lens, I explore themes of relationality, social epistemology, consensus, and dissensus that emerged when a social movement engaged with science to achieve its goal. My intent is to add to the ongoing dialogues of approaching science education as a practice of critical consciousness and liberatory world making.

本文通过批判意识、对话和转变的弗莱尔视角探讨 ACT UP（艾滋病联盟释放力量）。目的是从科学中参与社会政治行动的过程中汲取经验，以及这些空间如何成为有意义的切入点，以便在科学教育以及更广泛的科学领域实现“社会政治转向”。当前的科学教育实践不足以让教育工作者和学生做好准备去挑战和打断我们深陷其中的不公正现象。ACT UP 是一个经过充分研究的例子，说明非专家参与科学和科学知识创造以转移权力和政策。保罗·弗莱雷 (Paulo Freire) 的教学法是随着社会运动而发展起来的。通过 Freirean 的镜头审视 ACT UP，我探索了关系性的主题，当社会运动与科学结合以实现其目标时出现的社会认识论、共识和分歧。我的目的是增加正在进行的将科学教育作为批判意识和解放世界创造的实践的对话。