Literaturnachweis - Detailanzeige
| Autor/inn/en | Hennessy Elliott, Colin; Alcantara, Keidy; Brito, Yoelis; Dua, Pricilla |
|---|---|
| Titel | Sociopolitical Solidarity in STEM Education: Youth-Centered Relationships That Resist Learning as Just Achievement Data |
| Quelle | In: Cultural Studies of Science Education, 18 (2023) 1, S.57-79 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1871-1502 |
| DOI | 10.1007/s11422-023-10161-8 |
| Schlagwörter | STEM Education; Action Research; Participatory Research; Critical Theory; Teaching Methods; High School Students; Educational Environment; Achievement |
| Abstract | In this paper, we--a participatory action group--use the tenants of critical pedagogy to articulate how youths developed relationships for and with STEM disciplinary practices through participation in spaces outside of the official scripts of their high school STEM classrooms in the United States. Spaces included their robotics team, a hybrid digital collaborative space, and in an extra project with a teacher. Each of these cases surfaces youth's ongoing orientation to the fact that STEM learning is relational, and political, exemplifying pockets of resistance against the structures of schooling that foreground learning as an act of individuals. These pockets of resistance take a certain sociopolitical solidarity between learners and educators that centers STEM education which has the possibility to remake power structures to center relations with worlds, human and non-human, and the futures they help learners imagine. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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