Reauthoring Rights Through STEAM Education

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: Reclaiming Space and Seeking Justice in STEM/STEAM and Environmental Education (Table 5)

Abstract

The rightful presence framework is a fitting conceptualization of justice-oriented classroom communities, moving beyond inclusion of diverse students towards understanding students’ inherent right to belong [1]. We explored this new framework with 15 K-12 educators in an online learning course, piloted in 2021. Qualitative data, collected through course artifacts and focus groups, were analyzed using a constructivist grounded theory method [2]. Preliminary results indicate that the framework aligned with teachers’ current practices, reaffirming their work while challenging them to validate students’ lived experiences and facilitate conversations about inequities, even when doing so feels like “walking on eggshells.” Bridging theory and practice, these findings offer insight into how educators understand and foster a culture of rightful presence in their classrooms.

Authors

• Justina Jackson, Georgia Institute of Technology
  Presenting Author

• Katherine Boice, Georgia Institute of Technology
  Presenting Author

• Talia Capozzoli, Georgia Institute of Technology
  Presenting Author

• Meltem Alemdar, Georgia Institute of Technology
  Presenting Author