STEM21

Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation

By: Joy Barnes-Johnson (Editor), Janelle M. Johnson (Editor)

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eBook | 27 September 2022 | Edition Number 1

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STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is designed to contribute to discourses about how STEM teaching and learning can become more equitable, serving the needs of readers across the STEM educational spectrum. STEM21 is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited dialogue between and across those spaces. This volume weaves together field-based research, personal narrative, and education theory, while providing for reflection and discussion. STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is undergirded by the principle that engaged STEM education accommodates theory and practice that is equitable, rejects deficit model thinking, and is community relevant. Equitable STEM pedagogy builds autonomous pathways to learning; creates a culture of questioning and transparency; celebrates diversity of thought, habit and culture; and embraces a social justice stance on issues of race, class, gender, environmental responsibility, health, and access to resources.

Industry Reviews

"This volume presents a series of responsive and innovative approaches that expand minoritized students' opportunities to learn STEM. Drawing on bell hooks' vision of transgressive practice, the volume includes chapters that blend theory and practice across a variety of educational contexts, and the editors synthesize them to put forth a framework for Transgressive STEM Teaching. What is also particularly notable is the way the book integrates deeply personal stories throughout the book. As such, the text itself embodies a pedagogy of vulnerability, a transgressive STEM practice and marginalized discourse in STEM and STEM education. I highly recommend this book for teachers, administrators, researchers, and community partners." -Sara Tolbert, Associate Professor of Science Education, University of Arizona