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Direct linkTan, Edna; Calabrese Barton, Angela; Nazar, Christina Restrepo – Cognition and Instruction, 2023
While issues of (in)justice in K12 STEM learning have garnered increasing attention, limited research has attended to learning as "social-spatial transformation." We draw upon a justice-oriented framework of equitably consequential learning to call attention to how learning and engagement in K12 STEM is rooted in the history and…
Descriptors: Middle School Students, STEM Education, Social Justice, Equal Education
Archer, Louise; Godec, Spela; Calabrese Barton, Angela; Dawson, Emily; Mau, Ada; Patel, Uma – Science Education, 2021
Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from…
Descriptors: Equal Education, STEM Education, Informal Education, Science Education
Calabrese Barton, Angela; Greenberg, Day; Kim, Won J.; Brien, Sinead; Roby, ReAnna; Balzer, Micaela; Turner, Carmen; Archer, Louise – Science Education, 2021
Despite the promise of Informal Science Learning settings (ISLs) in supporting youth science engagement in ways that value their experiences and communities, in practice, such opportunities are limited. While some ISLs promote more culturally relevant approaches to science engagement, many still reflect White supremacist and patriarchal worldviews…
Descriptors: Informal Education, Science Instruction, Teaching Methods, Culturally Relevant Education
