Collaboratively engineering for justice in sixth grade STEM

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Edna Tan, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: In this article, it is argued that processes of co-production can support teachers and students inorganizing resources for justice through science learning. Drawing upon a critical justiceconceptual framework, critical ethnographic data from one urban middle school classroom duringa unit focused on engineering for sustainable communities were analyzed. Findings describe howprocesses of co-production yielded new Discourse threads focused on sustainability, whose ideasmatter, and empathy, which were embodied in students' engineered artifacts and how studentstalked about using those artifacts. Such embodiment positioned students as rightfully present andpowerful experts in science and engineering. We discuss how processes of co-productionsupported justice by supporting new social relationships between the teacher and students thathelped to make space for collective engagement of students' political struggles against theoppressive practices of schooling as an integral part of science learning.

Additional Information

Journal of Research in Science Teaching, 58(7)
Language: English
Date: 2021
engineering, equity, ethnography, justice, learning, pedagogy, science , sociocultural

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