Designing for Rightful Presence in STEM: The Role of Making Present Practices
Designing for Rightful Presence in STEM: The Role of Making Present Practices
复制标题
DOI：
10.1080/10508406.2019.1591411
复制
发表时间：
2019-10-20
影响因子：
3.8
通讯作者：
Tan, Edna
中科院分区：
文献类型：
--
作者：
Calabrese Barton, Angela;Tan, Edna
学生在参与 STEM 和学校教育时遇到的历史性不公正现象塑造了相应的学习机会。在本文中，我们认为，正确存在的构建以及产生正确存在时刻的共同构建的“制造当前”实践是考虑如何理解结果性学习的历史化和关系性质的一种方式。借鉴结果性学习和批判正义的理论，我们在专注于可持续社区工程的 STEM 单元中分析了来自 2 个州 3 个城市中学教室的民族志数据。研究结果描述了学生在参与工程设计时所采取的两种现行做法：对人种学数据建模和重新实施不公正行为以建立团结。我们讨论这些做法如何通过将青少年边缘化的学校经历作为课堂科学话语的一部分，并选择学校科学任务作为揭露、批评和解决这些不公正经历的工具，来支持在 STEM 课堂上的正当存在时刻。通过年轻人及其盟友的声音和科学行动，以前对学校权威人物保持沉默和隐瞒的事情获得了应有的地位。
Opportunities to learn in consequential ways are shaped by the historicized injustices students encounter in relation to participation in STEM and schooling. In this article, it is argued that the construct of rightful presence, and the coconstructed "making present" practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning. Drawing on theories of consequential learning and critical justice, we analyze ethnographic data from 3 urban middle school classrooms in 2 states during a STEM unit focused on engineering for sustainable communities. Findings describe 2 making present practices students enacted as they engaged in engineering design: modeling ethnographic data and reperforming injustices toward solidarity building. We discuss how these practices supported moments of rightful presence in the STEM classrooms by inscribing youths' marginalizing school experiences as a part of classroom science discourse and co-opting school science tasks as tools for exposing, critiquing, and addressing these unjust experiences. That which was silent and previously concealed from school authority figures gained a rightful place through the voices and scientific actions of the youth and their allies.