1st Edition
STEM and the Social Good Forwarding Political and Ethical Perspectives in the Learning Sciences
Introduction: Another Step Forward: Engaging the Political in Learning
Tesha Sengupta-Irving and Maxine McKinney de Royston
1. MySkillsFuture for Students: Stem Learning and the Design of Neoliberal Citizenship in Singapore
Roberto Santiago de Roock and Mark Baildon
2. Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence
Carrie Tzou, Meixi, Enrique Suárez, Philip Bell, Don LaBonte, Elizabeth Starks & Megan Bang
3. Learning in Community for STEM Undergraduates: Connecting a Learning Sciences and a Learning Humanities Approach in Higher Education
Leslie Rupert Herrenkohl, Jiyoung Lee, Fan Kong, Susie Nakamura, Kimia Imani, Kari Nasu, Ansel Hartman, Benjamin Pennant, Elisa Tran, Evert Wang, Noushyar Panahpour Eslami, Daniel Whittlesey, David Whittlesey, Tri Minh Hyunh, Allen Jung, Chris Batalon, Adam Bell and Katie Headrick Taylor
4. Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science
Priyanka Agarwal and Tesha Sengupta-Irving
5. Troubling Troubled Waters in Elementary Science Education: Politics, Ethics and Black Children’s Conceptions of Water [Justice] in the Era of Flint
Natalie R. Davis and Janelle Schaeffer
6. Looking at My (Real) World through Mathematics: Memories and Imaginaries of Math and Science Learning
Patricia M. Buenrostro and Josh Radinsky
7. The Restorying of STEM Learning through the Lens of Multiples
Jrène Rahm
8. Read Me Last: Constructing a Scholarly Catchment Through a Black Feminist Reading
Maisie L. Gholson
Biography
Tesha Sengupta-Irving is Assistant Professor of the Learning Sciences in the Graduate School of Education at the University of California, Berkeley, USA. Her research explores the sociocultural and political dimensions of teaching and learning that resist the stratifying power of mathematics as a project of race, gender, and class in schools.
Maxine McKinney de Royston is Assistant Professor in the Department of Curriculum & Instruction at the University of Wisconsin—Madison, USA. Her research examines the multidimensional, relational, and politicized nature of teaching and learning, namely how schools and mathematics and science classrooms operate as racialized learning spaces.
