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Revolutionary STEM Education

Critical-Reality Pedagogy and Social Justice in STEM for Black Males

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Jeremiah J. Sims

Revolutionary STEM Education: Critical-Reality Pedagogy and Social Justice in STEM for Black Males by Jeremiah J. Sims, an educator, researcher, and administrator from Richmond, California, is calling for a revolutionary, paradigm shift in the STEM education of and for Black boys. STEM education has been reliant on axioms and purported facts that for far too long have been delivered in a banking or absorption model that is, arguably, anti-critical. Unsurprisingly, this pedagogical approach to STEM education has failed large segments of students; and, this is especially true of African American males. Revolutionary STEM Education highlights, chronicles, and investigates the potential inroads and vistas of a Saturday Science, Technology, Engineering and Math (STEM) program, Male Aptitudes Nurtured for Unlimited Potential (MAN UP), which was designed to foster interest and competence in STEM by middle school Black boys. This program was impelled by a critical-reality based pedagogical approach, which was formulated to arrive at socio-academic synergy, that is, a thoughtful conjoining of students’ real life concerns, joys, ways of being, and socio-cultural identities and the curricular material covered in the courses offered at MAN UP.

Sims’ lived-experiences as an inner-city, low-income Black male are interspersed throughout Revolutionary STEM Education; however, the heartbeat of this book is, undoubtedly, the stories of the positive transformation that the MAN UP scholars experienced while becoming more competent in STEM, developing positive STEM identities, and learning to use their STEM knowledge for social justice.

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Educational Psychology: Critical Pedagogical Perspectives is a series of relevant and dynamic works by scholars and practitioners of critical pedagogy, critical constructivism, and educational psychology. Reflecting a multitude of social, political, and intellectual developments prompted by the mentor Paulo Freire, books in the series enliven the educator’s process with theory and practice that promote personal agency, social justice, and academic achievement. Often countering the dominant discourse with provocative and yet practical alternatives, Educational Psychology speaks to educators on the forefront of social change and those who champion social justice. For further information about the series and submitting manuscripts, please contact:

M. Cathrene Connery | Greg S. Goodman cconnery@salisbury.edu | gsgoodman17@gmail.com

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