Bringing Posthumanist Philosophy of Science and Critical Race Theory Together: A STEM Education Research Example

• In Event: Child and Teacher Education From a Posthuman Lens

Abstract

This paper presents a critical cartographic methodology used in a project that seeks to better understand the experiences of students from underrepresented groups who are considering a career in k-12 STEM education. The methodology is informed by two distinct, but we believe complementary, methodological literatures: 1) new materialist philosophy of science, which is a subset of a larger posthumanist movement in social theory, and; 2) critical race theory. This methodological synthesis is significant in three important ways. First, it enables a novel approach to empirical research on science education. Second, it offers a substantive alloying of new materialist theory methodology with critical race theory methodologies. Third, it represents a research approach that has been favorably reviewed by NSF funders.

Authors

• Tristan G. Gleason, California State Polytechnic University - Humboldt

• Jerry L. Rosiek, University of Oregon