Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation
Edited By Joy Barnes-Johnson and Janelle M. Johnson
STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is designed to contribute to discourses about how STEM teaching and learning can become more equitable, serving the needs of readers across the STEM educational spectrum. STEM21 is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited dialogue between and across those spaces. This volume weaves together field-based research, personal narrative, and education theory, while providing for reflection and discussion. STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is undergirded by the principle that engaged STEM education accommodates theory and practice that is equitable, rejects deficit model thinking, and is community relevant. Equitable STEM pedagogy builds autonomous pathways to learning; creates a culture of questioning and transparency; celebrates diversity of thought, habit and culture; and embraces a social justice stance on issues of race, class, gender, environmental responsibility, health, and access to resources.
Chapter Three: Seeding the Future: Social-Justice Driven STEM Education (Christian Konadu Asante / Jacqueline Delisi / Megan Mckinley / Michael Barnett)
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Seeding the Future
Social-Justice Driven STEM Education
CHRISTIAN KONADU ASANTE,1 JACQUELINE DELISI,2 MEGAN McKINLEY,3 AND MICHAEL BARNETT4
There is significant, widespread commitment to increasing the active engagement and representation of non-dominant student populations, namely from low-income communities and communities of color, in STEM. In this chapter, the authors (1) describe a framework for social-justice-driven STEM (STEMJ) curriculum used in science classrooms in school and in an out-of-school time (OST) ← 77 | 78 → program for underrepresented students involved in a range of interdisciplinary learning experiences including urban farming, solar energy, coding and robotics; (2) explore how participation in the OST STEMJ program impacts youth’s beliefs about STEM, the role that STEM has in their lives, and their understanding of the role of failure in the scientific process; and (3) explore the experiences of teachers as they implement the social-justice-driven STEM curriculum in their classrooms.
We appreciate the upcoming Seeding the Future chapter since it involves both students and teachers. The chapter feels like a work in progress and so has research questions interspersed throughout its text. It also weaves together in-school and out-of-school learning, which we define as a STEM Ecosystem. These connections are especially important for lower income students since they are the most likely to A) receive lower quality education, AND B), have limited access to high quality out of school learning experiences....
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