In Successful Makerspaces, Teachers Use Maker Practices to Foreground Equity and Inclusion

• In Event: Sheraton Roundtable Session One
  In Roundtable Session: Perspectives of Teachers of Leadership and Classroom Supports (Table 2)

Abstract

Making and makerspaces in schools could promote educational equity and inclusion in STEM, however schools seem to be slow to support teachers who implement making. This apparent lack of school leadership challenges possibilities for equitable and inclusive student access to these types of learning experiences. I argue that there is a need to study teachers who implement making to better understand how they balance the demands of Maker Movement practices, N-12 teacher practices, their school context, and principles of equity and inclusion. This study asked: In what ways do N-12 teachers appear to be conceptualizing and implementing making with students? It makes significant theoretical contributions by focusing on teachers and the various nested and in-tension contexts that influence their practice.

Author

• Bridget T. Looney, Montclair State University
  Presenting Author