"Freedom With and Against Sciences": Social Justice for a More Critical STEM Education

Session Type: Symposium

Abstract

This session is comprised of teacher/scholars whose work examines the intersections of social justice and STEM education in shaping the educational experiences of minoritized students. Using autoethnography and action research methods, we present critical qualitative research papers that: 1) explores the affordances of Ethinc Studies and social justice science in a high school chemistry class; 2) examine shifts in students’ experiences with social justice mathematics; and 3) investigates high school students’ engagement with digital technologies and health sciences to examine pressing community issues. We hope to demonstrate the possibilities of a socially just STEM education. More importantly, we offer ways educators can utilize critical approaches toward STEM education that better support minoritized students’ educational trajectories.

Sub Unit

• SIG-Critical Educators for Social Justice

Chair

• Edward R. Curammeng, California State University - Dominguez Hills

Papers

• Toward a Critical Science Education: Curricular and Pedagogical Frameworks for Justice-Oriented Science Educators - Timothy Chang, Linda Esperanza Marquez Senior High School Libra Academy

• Calculating Critical Consciousness: A Case Study Examining Student and Teacher Perceptions of Social Justice Mathematics - Ty Cetorelli, Alliance College Ready Public Schools

• Hacking the System: Digital Technologies, Social Media, and Action Research in a Health Science Classroom - Matt Fitzpatrick

Discussant

• Melissa Arabel Navarro, San Diego State University