R. Roby, Angela Calabrese Barton, Edna Tan, D. Greenberg
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引用次数: 0
Abstract
ABSTRACT This article focuses on how Black girls counter the antiBlackness that pervades the culture of STEM/making through their STEM-rich, community-engaged co-making practices. As youth engage each other, their communities, and the world, they make in ways that respond to a critical awareness of the world as it is, and with a desire to agentically author a world that could be. Using participatory critical/relational ethnography and lensed through ideas on antiBlackness and Black feminist inquiry, we documented what, how, and why the girls co-make in their maker clubs. Findings explore how the girls negotiate antiBlackness in STEM and their social worlds through community-engaged co-making. We show how the girls’ co-making involves radically-open margin work stemming from their occupation of the liminal spaces between antiBlackness STEM/community margins, enacted in solidarity with each other and their communities towards desired futures. Implications for supporting justice-seeking cultures of STEM-rich making are offered.
期刊介绍：
Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.
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