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

Document Type

Article

Publication Date

3-1-2023

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.

Identifier

85148368832 (Scopus)

Publication Title

Cultural Studies of Science Education

External Full Text Location

https://doi.org/10.1007/s11422-023-10161-8

e-ISSN

18711510

ISSN

18711502

First Page

57

Last Page

79

Issue

1

Volume

18

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