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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.

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Section Three: Transformation: Transgressive Practices along the Journey


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Transgressive Practices along the Journey

Section Three is on Transformation. Barnes-Johnson’s chapter, Engaged Interdisciplinary Literacy: Research & Practices of Secondary STREAM, analyzes the use of lesson study as research-into-practice methodology. Insights were gained by using literacy techniques in a secondary physical science course designed to meet the needs of students from underrepresented groups over several years. Course goals of activating creativity and developing STEM identity in low performing students were met while working to sustain STEM interests of traditionally successful students. The chapter examines ways of unpacking course designs to meet learners’ needs, and invites collaborators—other teachers—into the conversation about science education reform in the classroom.

Suess, Chae, and Lewis describe how health education programs can be used as a motivation to enter the STEM pipeline. Their work with teachers and high school students to develop health literacy curricula is an example of STEM enrichment that expands and supports physical and life science education. The health literacy curricula educate high school students about fundamental principles of medicine and specific diseases that affect their community. The researchers also strive to improve healthcare and health literacy by improving communication and cultural competence for both high school and medical school/undergraduate student populations and increasing participation by members of non-dominant communities in health-based careers and post-secondary education. Findings address ← 163 | 164 → the merits of the program and lessons learned regarding implementation strategies that could support replication...

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