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(Re)Imagining Curriculum for Equity: Analyzing a STEM Curriculum Through a Critical Aesthetic Lens

Mon, April 25, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), San Diego Convention Center, Exhibit Hall B

Abstract

The authors utilize Eisner’s Educational Criticism and Connoisseurship, as well as Portraiture and Critical Race Theory, in examining the process of developing and implementing a middle school STEM curriculum that is grounded in equity. This paper examines the themes within the curriculum related to Ladson-Billings’ (2021) four pandemics: Covid-19, systemic racism, economic crisis, and the climate crisis, and explores how they were imagined within the curriculum, and how they are actually implemented. There are implications for interdisciplinary curriculum development that is intentionally focused on equity, as well as teacher agency and university-school partnerships.

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