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STEM21

Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation

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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.

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Implications and Conclusions (Joy Barnes-Johnson / Janelle M. Johnson)

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Implications and Conclusions

JOY BARNES-JOHNSON1 AND JANELLE M. JOHNSON2



Editorial Reflections

Unlike in previous chapters where we share our stories as a means of previewing the chapter that follows, these reflections simply represent our “exhale” as we contemplate the sum of each part presented here. Each contributor to this volume shed light on the challenges we face as vested STEM actors. We recognize the urgency that is needed to respond to these challenges, especially in STEM education because it is proving itself to be “…a [critically] important element in the struggle for human rights”:1 educación es equidad! There is so much that we have attempted to say on these pages to help us collectively understand what EQUITY in STEM education means for the 21st century. We hope ← 225 | 226 → we got it “right,” and that you find these chapters and stories useful in whatever context you find yourself.

This volume is for STEM stakeholders en masse: industrial partners, policy makers, higher education, compulsory education and community educators. We purposefully presented and interrogated the systems and structures that oppose socially just and anti-racist, anti-sexist approaches to STEM, across academic and professional contexts. We recognize the magnitude of this task. We understand that transgressive practices can be uncomfortable and discouraging, especially when the work calls for building racial knowledge. Western viewpoints2 and the established boundaries3 of Whiteness cultivate deficit thinking. When we envisage the normalization...

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