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25.059 - Desettling Evidences of Learning in This "Post-Truth" Era Through Informal Learning Environment Research
Sat, April 6, 8:00 to 9:30am, Metro Toronto Convention Centre, Floor: 800 Level, Room 801ASession Type: Structured Poster Session
Abstract
The conference pushes us to engage in critical conversations about narrow measures of learning and ability. In this structured poster session we expand notions about what counts as learning through rich ethnographies, multi-modal research and participatory engagements in informal science education. Together, our posters challenge the audience to desettle evidences of learning as acts of resistance against the neoliberal commodification of education that has marginalized or erased altogether the research of creative ways of becoming, interpreting and learning. We use diverse methodological and theoretical approaches, however what unites us is our engagement in critical dialogues about counts as evidences learning and knowledge production as it emerges in informal science learning settings with critical relevance to teaching and learning across settings
Sub Unit
Chair
Papers
1. Unsettling Environmentalism: Epistemological Shifts in the Fossil Fuel Divestment Campaign - Joe Curnow, University of Manitoba
2. Unpacking Youths' Voices, Bodies, and Relational Histories to Understand Consequential Meaning-Making and Identity in STEM - Jrene Rahm, University of Montreal; Julie Bergeron, University of Quebec - Outaouais; Ferdous Touioui; Maria Grullon; Fahrni Laurent
3. Desettling Epistemic Agency: Youth Experiencing Inclusive and Transformative Epistemic Agency in a Chemical Oceanography After-School Program - Déana Scipio, IslandWood
4. Consequential Learning at Scale - April L. Luehmann, University of Rochester; Rachel Chaffee, American Museum of Natural History
5. Equity and Learning as Episto-Ontological Practice: Diverse Identities, Agencies, and Generative Epistemic Tools in STEM - Shakhnoza Kayumova, University of Massachusetts - Dartmouth; Walter M. Stroup, University of Massachusetts Dartmouth; Charlemya Erasme, University of Massachusetts - Dartmouth; Akira Harper, University of Massachusetts - Dartmouth
6. Becoming a Critical Agentic Bricoleur: Teaching Science While Black - Jennifer Dawn Adams, University of Calgary
7. Using Theory to Unpack Evidence of Teacher Learning and Identity Vis-à-Vis Informal Science Education Resources - Susan McCullough, Queens College; LaToya Strong, The City University of New York; Atasi Das, Lehman College, CUNY; Theila Smith