Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence

Infrastructuring Teacher Learning about Equitable Science Instruction

“…Our team has decided to not participate in standards-focused implementation projects that do not keep equity central, and I find our collective conversations in science education writ large about equity to be deepening over the years. We are committed to exploring if (and how) educational standards implementation can be a venue for transforming educational systems by promoting rightful presence for all students across the scales of justice (Calabrese Barton & Tan, 2019), by desettling inequitable systems of science education through critical historical analysis of educational practice (Bang, Warren, Rosebery, & Medin, 2012), and by promoting expansive learning and cultural resurgence for non-dominant communities (Bell, Tzou, Bricker, & Baines, 2012;Stromholt & Bell, 2017;Tzou et al, 2019).…”

Luminous Science: Teachers Designing For and Developing Transdisciplinary Thinking and Learning

“…Our choice of lanterns offers the opportunity to reimagine the function of a lamp and draw on histories of lantern making from around the world, while utilizing low-cost and familiar materials, such as paper and wire. Additionally, dataresponsive sculptural lanterns are consistent with a broader educational movement to combine craft (e.g., paper, sewing) with computational and digital materials to enrich learning experiences by extending the creative and storytelling possibilities (Oh, Hsi, Eisenberg, & Gross, 2018;Tzou et al, 2019;Buechley et al, 2013). We conjectured that the creation of sculptural data-lanterns would support teachers' use of multiple disciplinary ideas for their lantern designs, raising expansive criteria for what makes a "good" representation, and thereby expanding the types of, uses for, and judgments of representations for their disciplinary classrooms.…”

“…heterogeneity in student voice can support navigation of multiple epistemic perspectives and expansion of who belongs within the contributing disciplines (Bang & Marin, 2015;Tzou et al, 2019;Strong et al, 2016). Making disciplinary hegemony visible can benefit students (e.g., by broadening participation) and expand disciplinary boundaries, such as in work that challenges computing education to sustain and embrace Indigenous language and representational approaches in addition to Western computational abstractions (Lam-Herrera, Council, & Sengupta, 2019) or art education that engages with new processes for making art, such as using data-driven generative investigations, combining them with traditional crafts like weaving (Coats, 2020;Smith, 2017).…”

A deficit in shared practice: Reflections on Latour's “Down to Earth”

“…Educational spaces are being re‐envisioned and reconfigured to “burst open” new perspectives on transformative environmental education for Black and Indigenous youth (Nxumalo & Ross, ; Vakil & Ayers, , p. 435). Educators are partnering with members of local communities to identify place‐based problems that not only engage STEM practices and tools (Morales‐Doyle, ), but also intertwine those practices and tools with Indigenous knowledge systems in ways that expand, deepen, and strengthen both (Tzou et al, ). These scholars also encourage, for example, critical examination of the current ways that global climate change is presented in curriculum materials (Meehan, Levy, & Collet‐Gildard, ), and foreground sociopolitical perspectives and an ethic of care in engineering design (Gunckel & Tolbert, ).…”