Sociopolitical solidarity in STEM education: youth-centered relationships that resist learning as just achievement data.

IF 1.3 4区教育学 Q2 CULTURAL STUDIES

Cultural Studies of Science Education Pub Date : 2023-01-01 Epub Date: 2023-03-15 DOI:10.1007/s11422-023-10161-8

Colin Hennessy Elliott, Keidy Alcantara, Yoelis Brito, Pricilla Dua

引用次数: 0

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.

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STEM 教育中的社会政治团结：以青年为中心的关系，抵制将学习仅仅作为成绩数据。

在本文中，我们--一个参与式行动小组--利用批判教学法的原则，阐述了青少年如何通过参与美国高中STEM课堂正式脚本之外的空间，发展与STEM学科实践的关系。这些空间包括他们的机器人团队、混合数字协作空间，以及与一名教师共同开展的额外项目。这些案例都体现了青少年对 STEM 学习具有关联性和政治性这一事实的持续关注，体现了他们对学校教育结构的抵制，这种教育结构将学习视为个人行为。这些小规模的反抗以学习者和教育者之间的某种社会政治团结为基础，这种团结以 STEM 教育为中心，有可能重塑权力结构，使之以与人类和非人类世界的关系以及他们帮助学习者想象的未来为中心。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cultural Studies of Science Education Multiple-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.