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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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Section One: Standards and Pedagogy: Applying Research to Practice

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SECTION ONE

Standards and Pedagogy

Applying Research to Practice



Section One of the book is on Standards and Pedagogy. Barnes-Johnson’s practitioner focus is on policy, history and language used to describe the theoretical underpinnings of equitable STEM education. The chapter is organized in three parts. The first part contextualizes equitable STEM education using a policy lens. Anchored by Johnson-era policies designed to address a growing American commitment to STEM in a climate of change precipitated by the Civil Rights Movement, details about policies from Eisenhower’s administration (1953–1961) through our current political context are described. The second part of the chapter picks up post-Civil Rights era discourse about multicultural education and its evolution to equity pedagogy. Notions of teaching and learning for non-dominant groups as articulated by academics (rather than policy makers) are described. The last part of the chapter provides perspective based on the author’s own experiences in the field. Articulating action research, Barnes-Johnson pulls each section together and challenges readers to contemplate the current shifts in language and understanding related to equity in science teaching and learning.

Adjapong’s work on Hip-Hop pedagogy in STEM brings students’ contexts into the science classroom. This research revolves around developing equitable pedagogical practices to provide urban youth, who traditionally have been marginalized in STEM disciplines, with access in STEM education. Research suggests that students from nondominant groups traditionally fall behind their counterparts ← 17 | 18 → of less diverse backgrounds in...

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