STEAM Education for Critical Consciousness: Discourses of Liberation and Social Change among Sixth-Grade Students

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Bhaskar Upadhyay, Kara Coffino, J. Alberts, Andrew Rummel
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引用次数: 8

Abstract

In this case study, we present opportunities science, technology, engineering, arts, and mathematics (STEAM) education provided to a sixth-grade class. We collected observational and interview data in a language arts and a science class over 1 year. We used the liberation social psychology (LSP) framework to understand students’ discourses and discussions as they drew from science, engineering activities, and language arts ideas. Further, LSP allowed us to explore students’ engagement in critical reflection of social, racial, and other discrimination. The data analysis showed that STEAM education promoted the integration of science ideas, engineering design, social and critical consciousness. We found STEAM education supported discourses of critical reflection, racism, and social discrimination in class. Finally, we argue that STEAM education in Asia-Pacific and Global South countries has to be about critical consciousness, social change, and liberation of underrepresented groups and immigrants for more inclusive, sociopolitically conscious, and democratic STEAM education experiences.
批判意识的STEAM教育:六年级学生的解放与社会变革话语
在本案例研究中,我们为六年级班级提供了科学、技术、工程、艺术和数学(STEAM)教育的机会。我们收集了一个语言艺术和科学班超过一年的观察和访谈数据。我们使用解放社会心理学(LSP)框架来理解学生的话语和讨论,因为他们从科学、工程活动和语言艺术思想中汲取灵感。此外,LSP允许我们探索学生对社会,种族和其他歧视的批判性反思的参与。数据分析表明,STEAM教育促进了科学观念、工程设计、社会意识和批判意识的融合。我们发现STEAM教育在课堂上支持批判性反思、种族主义和社会歧视的话语。最后,我们认为,亚太地区和全球南方国家的STEAM教育必须是关于批判意识、社会变革和解放代表性不足的群体和移民,以实现更具包容性、社会政治意识和民主的STEAM教育体验。
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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