Literaturnachweis - Detailanzeige
| Autor/inn/en | Calabrese Barton, Angela; Tan, Edna |
|---|---|
| Titel | A Longitudinal Study of Equity-Oriented STEM-Rich Making among Youth from Historically Marginalized Communities |
| Quelle | In: American Educational Research Journal, 55 (2018) 4, S.761-800 (40 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-8312 |
| DOI | 10.3102/0002831218758668 |
| Schlagwörter | STEM Education; Longitudinal Studies; Ethnography; Entrepreneurship; Community Programs; Prediction; Disadvantaged; Community Involvement; Middle School Students; Power Structure; Educational Opportunities; North Carolina; Michigan |
| Abstract | The maker movement has evoked interest for its role in breaking down barriers to STEM learning. However, few empirical studies document how youth are supported over time in STEM-rich making projects or their outcomes. This longitudinal critical ethnographic study traces the development of 41 youth maker projects in two community-centered making programs. Building a conceptual argument for an equity-oriented culture of making, the authors discuss the ways in which making with and in community opened opportunities for youth to project their communities' rich culture knowledge and wisdom onto their making while also troubling and negotiating the historicized injustices they experience. The authors also discuss how community engagement legitimized a practice of co-making, which supported equity-oriented goals and outcomes. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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