Supporting Teacher Visioning of Justice-Oriented Engineering in the Middle Grades

Tan, Edna; Barton, Angela Calabrese; Benavides, Aerin W.

doi:10.1080/0161956x.2021.1965411

Cited by 6 publications

(6 citation statements)

References 23 publications

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“…Among all educators who participated in our program, Educator 4 who did not complete the program had experience in rec centers with youth but did not have enough training on the technology to be successful. As stated previously, educators are more successful when they see themselves as makers [46]. Therefore, the struggle for this educator to see themselves as a maker is likely to have contributed to them dropping out of the program.…”

Section: Community Recreation Centers As Sites Of Technology-rich Inf...mentioning

confidence: 85%

“…Rightful presence in these spaces arises when youth and educators work together to disrupt the unjust narratives and practices that are prevalent [44,45], such as an assumption that certain students are more interested or skilled in technology without being given equitable opportunities. Additionally, research has shown that when educators see themselves as an engineer or a maker, it is easier for them to imagine and implement justice-oriented pedagogy [46]. However, in informal learning spaces, such as afterschool programs, summer camps, and others, this can be a challenge due to high rates of educator turn over and diversity of training and experience leading to inconsistent pedagogical practices [47,48].…”

Section: The Role Of the Educator In Makerspacesmentioning

confidence: 99%

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Investigating an Equity-based Participatory Approach to Technology-rich Learning in Community Recreation Centers

Higgins

Posada

Kimble-Brown

et al. 2023

Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems

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Understanding how to design and implement equity-based approaches to technology-rich learning can lead to increased and diversifed participation in computing. Do-it-yourself (DIY) and maker approaches to interactive technology learning have been hailed as potential equalizers of science, technology, engineering, and math (STEM) education for underserved youth, a narrative challenged by scholarship that has shown that if not designed carefully, making can be exclusionary and hegemonic. Equity-based approaches to making have identifed the crucial role of community educators to prioritize community assets and learner participation. We studied educators' strategies and youth outcomes in four afterschool maker programs in urban recreation centers. Community educators used several equity-based strategies to engage youth that included: identifying their interests through direct conversation and indirect signaling, customizing program activities to respond to interests, and encouraging self-expression and authenticity. These strategies led to increased social connections among youth, and increased technology self-efcacy and project ownership. CCS CONCEPTS• B7; Human-centered computing → Human computer interaction (HCI); Empirical studies in HCI.

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Section: Community Recreation Centers As Sites Of Technology-rich Inf...mentioning

confidence: 85%

Section: The Role Of the Educator In Makerspacesmentioning

confidence: 99%

Investigating an Equity-based Participatory Approach to Technology-rich Learning in Community Recreation Centers

Higgins

Posada

Kimble-Brown

et al. 2023

Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

show abstract

“…One avenue that scholars have turned to enact students' agency is by centering on community issues where social transformation is the focal point of learning science and engineering through deliberate examination of systemic oppression, power, and identity. For example, Tan et al (2020) explored how two middle school teachers made sense of justice‐oriented engineering and envisioned teaching that met at the nexus of sociopolitical dimensions of STEM teaching and learning. Using a participatory social research design, the researchers focused on teacher vision and how they processed their visions of justice‐oriented engineering after participating in a year‐long professional development.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A growing body of research shows that inclusive pedagogies allow students from diverse backgrounds to engage in content and practices in science classrooms productively (Archer et al, 2021; Calabrese Barton et al, 2017; Cunningham et al, 2020). However, developing and implementing instructional approaches that make learning more relevant to students' lives and everyday experiences is not easy for teachers (Pejaner & Mistades, 2020; Tan et al, 2020). White teachers, in particular, struggle to employ culturally responsive and relevant curriculum, instruction, and assessment as equitable practices.…”

Section: Introductionmentioning

confidence: 99%

Cultivating culturally sustaining integrated science, technology, engineering, and mathematics classrooms: A narrative inquiry case study of a science teacher

Tran

Guzey

2023

Science Education

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Culturally sustaining pedagogies have encouraged scholars to reimagine and rebuild justice‐oriented classrooms across context and disciplines and provide opportunities for students to reclaim their ways of knowing and doing in schools. In this study, we seek to contextualize culturally sustaining teaching practices in integrated science and engineering middle school classrooms. In collaboration with Mrs. Johnson, a veteran science and science, technology, engineering, and mathematics (STEM) middle school teacher from the Midwest, this study draws on culturally sustaining pedagogy to understand the experiences of Mrs. Johnson in teaching a diverse middle school. This study also brings sociotransformative constructivism into our conversation to situate Mrs. Johnson's positional identities, the ways in which she enacts her reflexivity, and power in considering how culturally sustaining classrooms are cultivated. Using a narrative inquiry and case study approach, we utilized narrative interviewing to generate stories in making meaning of Mrs. Johnson's lived experiences. We applied thematic narrative analysis to develop three narrative threads, highlighting Mrs. Johnson's intentionality nurturing space for students to cultivate multiple epistemologies and disrupting the status quo in science classrooms. Our study illuminates a complex narrative such as the intentionality of making multiple epistemologies explicit in learning science and engineering and the required racial reflexive work for cultivating a culturally sustaining and student‐focused STEM classrooms. We also highlight challenges Mrs. Johnson faces as she integrates students' lived experiences and alternative ways of knowing and doing in science and STEM teaching.

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“…The findings and implications articulate entire structures and worlds built through the fomentation of lasting partnership and action in SDBEs (Rajala et al, 2023). From sustaining a “more compassionate and productive public sphere” (Mirra & Garcia, 2022, p. 376) to seeing “how engineering itself could build a better world” (Tan et al, 2021, p. 388), the aspirational statements of impact in these studies do not stop at the individual level or at the doors of a school. Rather, SDBEs find impact through disciplinary K–12 learning that seeks to rewrite the narratives and rules of everyday living.…”

Section: Design Principles For Collective Thrivingmentioning

confidence: 99%

From Individual to Collective Logics of Thriving: Redesigning K–12 Learning Ecosystems to Support Equitable Civic Futures

Mirra,

Garcia

2023

Review of Research in Education

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The concept of “thriving” in educational policy refers to a loosely defined mix of academic, socioemotional, and civic outcomes associated with youth well-being. In this chapter, we analyze three focus areas in K–12 education—social emotional learning, 21st-century skills, and digital citizenship—and conclude that they are currently built on an individualistic neoliberal paradigm of learning and success. We argue that this paradigm is incommensurate with the personal, social, and civic flourishing necessary to sustain equitable multiracial democratic futures and offer instead an alternative collective logic of thriving. Our critical metasynthesis of the emergent field of social-design-based experimentation offers design principles educators can use to reorganize collective learning environments to support expansive youth thriving in schools and society.

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Supporting Teacher Visioning of Justice-Oriented Engineering in the Middle Grades

Cited by 6 publications

References 23 publications

Investigating an Equity-based Participatory Approach to Technology-rich Learning in Community Recreation Centers

Investigating an Equity-based Participatory Approach to Technology-rich Learning in Community Recreation Centers

Cultivating culturally sustaining integrated science, technology, engineering, and mathematics classrooms: A narrative inquiry case study of a science teacher

From Individual to Collective Logics of Thriving: Redesigning K–12 Learning Ecosystems to Support Equitable Civic Futures

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