Infrastructural Injustices in Community-Driven Afterschool STEAM

Autor/inn/en	Shea, Molly V.; Jurow, A. Susan; Schiffer, Jovita; Escudé, Meg; Torres, Aurora
Titel	Infrastructural Injustices in Community-Driven Afterschool STEAM
Quelle	In: Journal of Research in Science Teaching, 60 (2023) 8, S.1853-1878 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shea, Molly V.) ORCID (Jurow, A. Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21852
Schlagwörter	STEM Education; Art Education; After School Programs; Community Programs; Intervention; Design; Educational Opportunities; Critical Race Theory; Teaching Methods; Social Justice; Program Development; Minority Group Students; Self Concept; Student Interests; Classification; Informal Education; Neoliberalism; Racial Attitudes; Futures (of Society) + Suchen Sie Ihr Suchwort? STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Bildungsangebot; Bildungschance; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Programmplanung; Selbstkonzept; Studieninteresse; Classification system; Klassifikation; Klassifikationssystem; Informelle Bildung; Nichtformale Bildung; Neo-liberalism; Neoliberalismus; Rassenfrage; Future; Society; Zukunft
Abstract	This article offers a qualitative analysis of infrastructural in/justice in a community-partnered design intervention focused on developing high-tech low-cost Science, Technology, Engineering, Art, and Math (STEAM) projects. We examined the kinds of infrastructural injustices that were present in three afterschool programs and how it shaped STEAM education designs and opportunities for learning with technology to take hold. Combining insights and methods from studies of science and technology with Critical Race Theory, we developed the concept of infrastructural in/justice to illuminate the challenges of organizing STEAM for justice. Infrastructural injustices were identified at the level of dominant narratives that shaped the ideas, resources, and values that undergirded programming and pedagogical practices. We found that community educators were central to creating more just STEAM infrastructures. They drew out unjust infrastructural narratives, created counternarratives that allowed young people of color space to expand their technology and STEAM practices, and connected these practices to their everyday lives, identities, and emerging interests. We detail how working-class community educators of color are dreaming and enacting new ways to engage with STEAM and STEAM education alongside young people. As we have shown, their ideas and practices combined with the young people's visions for the future challenged neoliberal and racialized narratives of STEAM. Despite community educators' of color critical expertise, their jobs remained precarious within informal STEAM infrastructures. To design for and sustain more just community-driven STEAM activities we argue that the field must attend not only to how the work of infrastructuring to how community-driven STEAM is done but also by whom. These activities, organized by community educators of color, must be valued and protected through the classification systems within informal STEAM infrastructures in order to design and sustain more just community-driven STEAM initiatives. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01