Making Space in Support of Youths' Rightful Presence in Informal STEM Learning Space

• In Event: Pedagogical Practices and Programmatic Structures to Support Youth Participation and Learning in Informal Environments

Abstract

ISL opportunities have remained inequitable because they are, by and large, designed for White, English-speaking, and affluent families; while making temporary the presence of youths from minoritized communities. As a critical justice framework, rightful presence problematizes the guest-host relationalities that sideline the youths’ experiences in STEM education and emphasizes the importance of pedagogical practices to support youths’ rightful presence. This study seeks to document such practices by utilizing participatory critical ethnography based on a research-practice partnership project with youths and educators in the regional science and community centers. We identified three sets of pedagogical practices: 1. Educator-designed space making; 2. Taking-up youths’ disruption and reorganizing ISL opportunities; 3. Co-creating new ISL opportunities. Implications and significance of this study are discussed.

Authors

• Won Jung Kim, Santa Clara University

• Angela Calabrese Barton, University of Michigan