Eco-Justice Mathematics Education in STEM Methods Courses: Math Education to End All Domination

• In Event: 31.091 - Fairmont Royal York Roundtable Session Five
  In Roundtable Session: 31.091-4 - Eco-Critical Education Research and Radical Environmental Education in Teacher Education

Abstract

This paper provides concrete critical and ethical responses to dominant educational policies promoting the teaching of STEM fields. Recognizing how dominant discourses of modernity (Martusewicz, et al. 2015) work discursively to constitute STEM, this paper examines and exposes how STEM education is prioritized via funding in teacher education. As well, STEM is prioritized throughout state teacher licensure policies, to the effect that, e.g., all licensed elementary teachers are required to take STEM methods courses. This paper provides an example whereby the space that mainstream STEM creates can then be appropriated for radical, EcoJustice Education (Martusewicz et al., 2015).

Specifically, this paper shares conceptual research theorizing the inclusion of Ecojustice Education in elementary science methods and elementary math methods courses. Building on the work of social justice education, this paper presents several practical considerations for including an EcoJustice perspective. Furthermore, the paper suggests the complexities and tensions arising when methods courses include foundations topics. Ultimately, the author suggests and shares a curriculum for methods courses that brings radical environmental education together with ecocritical teacher education in a curriculum example called “The Story of Incarceration” that provides teacher candidates the opportunity to consider mathematics and science content’s usefulness through exposure to a critique of human capital arguments and opens students to a potential for releasing the imagination for social and ecological change.

Authors

• Mark Wolfmeyer, Kutztown University of Pennsylvania

• Nataly Z. Chesky, SUNY - College at New Paltz