Marriott Roundtable Session 8

Session Type: Roundtable Session

Abstract

Despite the efforts of many teachers and education researchers, STEM literacy is too often understood as simply the ability to identify discrete concepts and use them in practice rather than fundamentally critique the web of ideologies that shape the disciplines of science, technology, engineering, and math. To elucidate issues of power within STEM fields, the five papers in this symposium illustrate hopeful models of critical transdisciplinary teaching and learning that collectively reimagine a robust democratic public education. Paper themes include decolonizing science education through ethnic studies; reordering math education through critical numeracy; retooling technology education through counterfoil research; tending to physical and allegorical gardens in civic environmental education; and enacting critical participatory action research with science teachers and students.

Sub Unit

• SIG-Science Teaching and Learning

Chair

• Jennifer Dawn Adams, University of Calgary

Papers

• Beyond the Innovation Economy: Retooling Technology, Design, and Engineering Education - Jennifer A. Stoops, The Graduate Center, City University of New York

• Science Education Through the Frame of Ethnic Studies - LaToya Strong, The City University of New York

• Developing Tools of Resistance: A People's Numeracy - Atasi Das, The Graduate Center, CUNY

• A Critical Transdisciplinary Approach to Civic-Environmental Education - Pieranna Pieroni, Brooklyn College

• An Enactment of Critical Participatory Action Research for Science Teachers and Students - Marissa E Bellino, The College of New Jersey

Discussant

• Clayton Todd Pierce, University of Utah