Anchoring Multiplicity, Intersectionality, and Entanglements of Knowing, Becoming, and Affect Within Informal Science Practices

• In Event: The Fight for Racial Justice in STEM Education: Perspectives From the Field

Abstract

Many out-of-school science programs were designed to broaden participation in STEM through the co-creation of humanizing practices that build on the cultural resources and brilliance of minoritized and racialized youth and communities. This proposal builds on this line of work through deep engagement with the entanglement of knowing, becoming and affect. We study two different kinds of group improvisations in this paper, one that emerged within the context of a STEM design project in high school and another, in an afterschool robotics family activity, both under the direction of a local community organization (CO). We focus on dignity affirming moments of orchestrations of materials, bodies, and affect, speaking to practices that disrupt and speak for uplifting educational possibilities in STEM.

Authors

• Jrene Rahm, University of Montréal

• Ferdous Touioui, Université de Montréal

• Delphine Tremblay-Gagnon, Université de Montréal