Pub Date : 2023-01-25DOI: 10.1080/10665684.2022.2158391
Kari Kokka
ABSTRACT Many teacher activists engage in justice-oriented work within and outside their classrooms, yet the work of mathematics teacher activists has been understudied. In this qualitative interview study, I investigated ten women of Color mathematics teacher activists’ actualization of their organizing work, which includes the creation of and participation in grassroots collectives, podcasts, and online communities that aim to disrupt dominant conceptualizations of mathematical knowledge. Building on theories of teacher activism and healing-centered engagement, I share findings of participants’ healing-centered educator activism. From the findings, I theorize a healing-centered educator activism in mathematics framework, which entails centering relationships and community wellness (of humans and the earth) for collective healing, examining and dismantling systems of oppression, broadening conceptualizations of mathematical knowledge, and fostering healthy relationships with dominant mathematics. I discuss constraints and considerations for engaging in healing-centered educator activism as a teacher of mathematics.
{"title":"Healing-Centered Educator Activism in Mathematics Actualized by Women of Color Mathematics Teacher Activists","authors":"Kari Kokka","doi":"10.1080/10665684.2022.2158391","DOIUrl":"https://doi.org/10.1080/10665684.2022.2158391","url":null,"abstract":"ABSTRACT Many teacher activists engage in justice-oriented work within and outside their classrooms, yet the work of mathematics teacher activists has been understudied. In this qualitative interview study, I investigated ten women of Color mathematics teacher activists’ actualization of their organizing work, which includes the creation of and participation in grassroots collectives, podcasts, and online communities that aim to disrupt dominant conceptualizations of mathematical knowledge. Building on theories of teacher activism and healing-centered engagement, I share findings of participants’ healing-centered educator activism. From the findings, I theorize a healing-centered educator activism in mathematics framework, which entails centering relationships and community wellness (of humans and the earth) for collective healing, examining and dismantling systems of oppression, broadening conceptualizations of mathematical knowledge, and fostering healthy relationships with dominant mathematics. I discuss constraints and considerations for engaging in healing-centered educator activism as a teacher of mathematics.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"172 - 189"},"PeriodicalIF":2.6,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43051124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1080/10665684.2022.2159897
Gabrielle Orum Hernández, Chris A. Barcelos
ABSTRACT Although educational research and policymaking in the United States has generally framed LGBTQ youth and youth of color as mutually exclusive groups, LGBTQ youth of color are increasingly included in discourses surrounding school safety. These discourses tend to position youth as vulnerable, at-risk subjects who are passive victims of interpersonal homophobia. Using the theoretical frameworks queer of color critique and queer necropolitics, and a situational analysis mapping strategy, we analyzed GLSEN’s 2019 National School Climate Survey report, breakout reports on LGBTQ youth of color, and related advocacy efforts. These frameworks helped us consider how school climate research and policymaking relies on carceral logics that center and uphold whiteness. The GLSEN reports function as a form of embedded science that mobilizes individual understandings of violence and queer investments in punishment. We offer queer of color critique as a strategy for researchers and policymakers to get unstuck on school safety.
{"title":"Queer punishments: School safety and youth of color in the United States","authors":"Gabrielle Orum Hernández, Chris A. Barcelos","doi":"10.1080/10665684.2022.2159897","DOIUrl":"https://doi.org/10.1080/10665684.2022.2159897","url":null,"abstract":"ABSTRACT Although educational research and policymaking in the United States has generally framed LGBTQ youth and youth of color as mutually exclusive groups, LGBTQ youth of color are increasingly included in discourses surrounding school safety. These discourses tend to position youth as vulnerable, at-risk subjects who are passive victims of interpersonal homophobia. Using the theoretical frameworks queer of color critique and queer necropolitics, and a situational analysis mapping strategy, we analyzed GLSEN’s 2019 National School Climate Survey report, breakout reports on LGBTQ youth of color, and related advocacy efforts. These frameworks helped us consider how school climate research and policymaking relies on carceral logics that center and uphold whiteness. The GLSEN reports function as a form of embedded science that mobilizes individual understandings of violence and queer investments in punishment. We offer queer of color critique as a strategy for researchers and policymakers to get unstuck on school safety.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"87 - 99"},"PeriodicalIF":2.6,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48374929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-22DOI: 10.1080/10665684.2022.2158400
Karen Zaino, Edward Brockenbrough, Cindy Cruz, Latrise P. Johnson, Z. Nicolazzo
ABSTRACT This kitchen-table talk examines what queer and trans* ways of knowing, being, and doing offer to movements for educational justice. We begin by sharing artifacts that illuminate our relationship to queer and trans* justice in education, and from these personal experiences, we explore the tensions and possibilities of queer and trans* dis/embodied epistemologies, with particularly attention to the power of intergenerational coalition building. Ultimately, we highlight how we can practice being with and for one another in the face of ongoing ideological and material violence against queer and trans* people within and beyond educational contexts.
{"title":"“It’s This Practice of Being With”: A Kitchen-Table Talk on Queer and LGBTQ+ Educational Justice","authors":"Karen Zaino, Edward Brockenbrough, Cindy Cruz, Latrise P. Johnson, Z. Nicolazzo","doi":"10.1080/10665684.2022.2158400","DOIUrl":"https://doi.org/10.1080/10665684.2022.2158400","url":null,"abstract":"ABSTRACT This kitchen-table talk examines what queer and trans* ways of knowing, being, and doing offer to movements for educational justice. We begin by sharing artifacts that illuminate our relationship to queer and trans* justice in education, and from these personal experiences, we explore the tensions and possibilities of queer and trans* dis/embodied epistemologies, with particularly attention to the power of intergenerational coalition building. Ultimately, we highlight how we can practice being with and for one another in the face of ongoing ideological and material violence against queer and trans* people within and beyond educational contexts.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"8 - 23"},"PeriodicalIF":2.6,"publicationDate":"2023-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49514323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-19DOI: 10.1080/10665684.2022.2158396
Katherine Espinoza, E. Degollado
ABSTRACT Drawing on Chicana Feminist Epistemologies, we use trenzas as theory and method for unearthing Sonia’s activist trajectory on her path towards conocimiento. The trenza, or braid, consists of testimonio, cultural intuition, and confianza to weave together the complexity of Sonia’s story from early life to her professional career. Through testimoniando, Sonia reveals the constraints and racism of white supremacy in schooling. Consistent with other literature on Chicanas, the findings demonstrate that they rely on their ancestral wisdom, spirituality, and extended networks of family and friends—or comadrazgo—to navigate and negotiate whitestream spaces in educational contexts.
{"title":"”You Just Want to Start Trouble”: A Chicana Bilingual Maestra’s Trenza of Her Path Towards Conocimiento","authors":"Katherine Espinoza, E. Degollado","doi":"10.1080/10665684.2022.2158396","DOIUrl":"https://doi.org/10.1080/10665684.2022.2158396","url":null,"abstract":"ABSTRACT Drawing on Chicana Feminist Epistemologies, we use trenzas as theory and method for unearthing Sonia’s activist trajectory on her path towards conocimiento. The trenza, or braid, consists of testimonio, cultural intuition, and confianza to weave together the complexity of Sonia’s story from early life to her professional career. Through testimoniando, Sonia reveals the constraints and racism of white supremacy in schooling. Consistent with other literature on Chicanas, the findings demonstrate that they rely on their ancestral wisdom, spirituality, and extended networks of family and friends—or comadrazgo—to navigate and negotiate whitestream spaces in educational contexts.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"144 - 158"},"PeriodicalIF":2.6,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43287328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-18DOI: 10.1080/10665684.2022.2158394
S. S. Cohen, Bryan J. Duarte, J. Ross
ABSTRACT For this study, we operated with a critical theoretical understanding of schools as sites of (cis)heteronormativity, which led us to question the impact of heteronormative schooling environments. We used data from the 2017 national Youth Risk Behavior Surveillance System to examine the self-reported experiences and feelings of high school students with gay or lesbian, bisexual, or questioning identities. Additionally, we used a quantitative intersectional approach to juxtapose the lived experiences of queer youth in the data with our own counternarratives. Our findings indicate that queer students experienced sadness and/or hopelessness, which was predicted by unsafe schooling experiences and signs of mental health trauma and exacerbated by intersecting marginal identities (i.e., race, ethnicity, gender). Our counternarratives suggest that LGBTQIAA+ youth may experience dissonance among their sense of belonging, home, and identity that is caused by the oppressive cis-heteronormative structures of their schooling systems, which may negatively impact their mental health. Although this dissonance is ever-present, we argue that queer and trans students resist these cis-heteronormative structures through homing, which allows these students to create a more equitable environment for themselves and others.
{"title":"Finding Home in a Hopeless Place: Schools as Sites of Heteronormativity","authors":"S. S. Cohen, Bryan J. Duarte, J. Ross","doi":"10.1080/10665684.2022.2158394","DOIUrl":"https://doi.org/10.1080/10665684.2022.2158394","url":null,"abstract":"ABSTRACT For this study, we operated with a critical theoretical understanding of schools as sites of (cis)heteronormativity, which led us to question the impact of heteronormative schooling environments. We used data from the 2017 national Youth Risk Behavior Surveillance System to examine the self-reported experiences and feelings of high school students with gay or lesbian, bisexual, or questioning identities. Additionally, we used a quantitative intersectional approach to juxtapose the lived experiences of queer youth in the data with our own counternarratives. Our findings indicate that queer students experienced sadness and/or hopelessness, which was predicted by unsafe schooling experiences and signs of mental health trauma and exacerbated by intersecting marginal identities (i.e., race, ethnicity, gender). Our counternarratives suggest that LGBTQIAA+ youth may experience dissonance among their sense of belonging, home, and identity that is caused by the oppressive cis-heteronormative structures of their schooling systems, which may negatively impact their mental health. Although this dissonance is ever-present, we argue that queer and trans students resist these cis-heteronormative structures through homing, which allows these students to create a more equitable environment for themselves and others.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"100 - 113"},"PeriodicalIF":2.6,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45986799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-14DOI: 10.1080/10665684.2022.2160848
Ryan Schey
ABSTRACT Previous scholarship about LGBTQ+ inclusive curriculum has tended to focus on teachers’ perspectives and drawn on binaries such as presence/absence. Extending past research, this article describes the experiences of youth, primarily but not exclusively LGBTQ+ youth, with LGBTQ+ inclusive curriculum with respect to intersecting identities and power relations, specifically, sexuality, gender, race, and class. Drawing from a yearlong ethnography at a public, comprehensive high school in a Midwestern U.S. city, I focus on one literacy learning context, a cotaught sophomore humanities course combining English and social studies. Taking up intersectionality’s epistemological, ontological, and ethicopolitical commitments, the findings describe three sets of intersecting social dynamics that mattered for youth’s classroom experiences and ultimately the liberatory (im)possibilities of LGBTQ+ inclusive curriculum: (1) queerness, disclosure, and agency; (2) social capital, class, and race; and (3) homonormativity, race, and outness. These findings offer implications for understanding the relations between LGBTQ+ inclusive curriculum and classroom and school climate.
{"title":"Youth's Experiences of LGBTQ+-Inclusive Curriculum in a Secondary U.S. Classroom at the Intersections of Sexuality, Gender, Race, and Class","authors":"Ryan Schey","doi":"10.1080/10665684.2022.2160848","DOIUrl":"https://doi.org/10.1080/10665684.2022.2160848","url":null,"abstract":"ABSTRACT Previous scholarship about LGBTQ+ inclusive curriculum has tended to focus on teachers’ perspectives and drawn on binaries such as presence/absence. Extending past research, this article describes the experiences of youth, primarily but not exclusively LGBTQ+ youth, with LGBTQ+ inclusive curriculum with respect to intersecting identities and power relations, specifically, sexuality, gender, race, and class. Drawing from a yearlong ethnography at a public, comprehensive high school in a Midwestern U.S. city, I focus on one literacy learning context, a cotaught sophomore humanities course combining English and social studies. Taking up intersectionality’s epistemological, ontological, and ethicopolitical commitments, the findings describe three sets of intersecting social dynamics that mattered for youth’s classroom experiences and ultimately the liberatory (im)possibilities of LGBTQ+ inclusive curriculum: (1) queerness, disclosure, and agency; (2) social capital, class, and race; and (3) homonormativity, race, and outness. These findings offer implications for understanding the relations between LGBTQ+ inclusive curriculum and classroom and school climate.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"72 - 86"},"PeriodicalIF":2.6,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45246085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-11DOI: 10.1080/10665684.2022.2158392
Brittany Jones, J. Berends
ABSTRACT In the summer of 2020, powerful protests against police brutality took place throughout the United States in response to the unlawful deaths of George Floyd, Breonna Taylor, Ahmaud Arbery, and the shooting of Jacob Blake. Though the types of protests ranged from local grassroot organizations walking the streets to athletes using their platforms to address the injustices, the protests had one goal in mind—to bring attention, awareness, and hopefully change to an unjust legal system that consistently and disproportionately affects unarmed Black people. The aim of this article is to focus on the responses of both LeBron James and Doc Rivers to the shooting of Jacob Blake, a Black man who was shot seven times in the back by police in Kenosha, Wisconsin. Using Critical Discourse Analysis (CDA), as informed by Black Critical Theory (BlackCrit), we argue that the dynamic words of these two Black men not only operate as an act of protest and an act of resistance, but also they provide pedagogical enactments for being and becoming antiracist.
{"title":"Enacting Antiracist Pedagogy: An Analysis of LeBron James and Doc Rivers’ Antiracist Discourse","authors":"Brittany Jones, J. Berends","doi":"10.1080/10665684.2022.2158392","DOIUrl":"https://doi.org/10.1080/10665684.2022.2158392","url":null,"abstract":"ABSTRACT In the summer of 2020, powerful protests against police brutality took place throughout the United States in response to the unlawful deaths of George Floyd, Breonna Taylor, Ahmaud Arbery, and the shooting of Jacob Blake. Though the types of protests ranged from local grassroot organizations walking the streets to athletes using their platforms to address the injustices, the protests had one goal in mind—to bring attention, awareness, and hopefully change to an unjust legal system that consistently and disproportionately affects unarmed Black people. The aim of this article is to focus on the responses of both LeBron James and Doc Rivers to the shooting of Jacob Blake, a Black man who was shot seven times in the back by police in Kenosha, Wisconsin. Using Critical Discourse Analysis (CDA), as informed by Black Critical Theory (BlackCrit), we argue that the dynamic words of these two Black men not only operate as an act of protest and an act of resistance, but also they provide pedagogical enactments for being and becoming antiracist.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"434 - 449"},"PeriodicalIF":2.6,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45351874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-06DOI: 10.1080/10665684.2022.2158393
Oscar E. Patrón
ABSTRACT Within the literature, there is a lack of consensus on what resilience means, including whether it is a personal trait or a process, and a paucity of studies that have specifically focused on resilient gay Latino men within an educational context. Furthermore, there are limitations in waves of resilience research, particularly the overlooking of social identities and systems of oppression. This study constructively builds on and expands traditional conceptions of resilience by centering the lives of gay Latino collegians through an intersectional approach. Using data from in-depth interviews with gay Latinos, I propose the concept of intersectional r(ac)esilience. Intersectional r(ac)esilience provides a more nuanced and accurate way of theorizing about vulnerabilities and protective factors; yet, this theory relates them to students’ interlocking identities, highlighted as a contextual process that occurs over an indefinite period.
{"title":"Theorizing Intersectional R(ac)esilience Through the Lens of Gay Latino Collegians","authors":"Oscar E. Patrón","doi":"10.1080/10665684.2022.2158393","DOIUrl":"https://doi.org/10.1080/10665684.2022.2158393","url":null,"abstract":"ABSTRACT Within the literature, there is a lack of consensus on what resilience means, including whether it is a personal trait or a process, and a paucity of studies that have specifically focused on resilient gay Latino men within an educational context. Furthermore, there are limitations in waves of resilience research, particularly the overlooking of social identities and systems of oppression. This study constructively builds on and expands traditional conceptions of resilience by centering the lives of gay Latino collegians through an intersectional approach. Using data from in-depth interviews with gay Latinos, I propose the concept of intersectional r(ac)esilience. Intersectional r(ac)esilience provides a more nuanced and accurate way of theorizing about vulnerabilities and protective factors; yet, this theory relates them to students’ interlocking identities, highlighted as a contextual process that occurs over an indefinite period.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"58 - 71"},"PeriodicalIF":2.6,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47170423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.1080/10665684.2022.2158401
Adam W. J. Davies, P. Joy
ABSTRACT Home economics is a diverse helping field that includes the areas of child development and education, nutrition, cooking, and the dietetics profession. Historically, these fields have been the domain of heterosexual cisgender women, with research and discussions of queerness limited. In this article, using queer methodologies and a queer autobiographical writing approach, we explore our experiences as two queer individuals who teach in disciplines within home economics, with the intent of cultivating more space for queerness within the fields of early childhood education and dietetics. We created common themes of queer subjectivities and queer knowledges from our autobiographical writing. In the queer subjectivities theme, we analyze the regulation and surveillance of masculinities and queer subjectivities. In the queer knowledges theme, we explore issues of queer pedagogies and practices within teaching. Recommendations for creating queer potentialities that disrupt normative notions of care that silence queer subjectivities and knowledges within home economics are discussed.
{"title":"Queerness and Queer Subjectivities in Home Economics: Navigating and Disrupting the Helping Professions in Higher Education","authors":"Adam W. J. Davies, P. Joy","doi":"10.1080/10665684.2022.2158401","DOIUrl":"https://doi.org/10.1080/10665684.2022.2158401","url":null,"abstract":"ABSTRACT Home economics is a diverse helping field that includes the areas of child development and education, nutrition, cooking, and the dietetics profession. Historically, these fields have been the domain of heterosexual cisgender women, with research and discussions of queerness limited. In this article, using queer methodologies and a queer autobiographical writing approach, we explore our experiences as two queer individuals who teach in disciplines within home economics, with the intent of cultivating more space for queerness within the fields of early childhood education and dietetics. We created common themes of queer subjectivities and queer knowledges from our autobiographical writing. In the queer subjectivities theme, we analyze the regulation and surveillance of masculinities and queer subjectivities. In the queer knowledges theme, we explore issues of queer pedagogies and practices within teaching. Recommendations for creating queer potentialities that disrupt normative notions of care that silence queer subjectivities and knowledges within home economics are discussed.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"42 - 57"},"PeriodicalIF":2.6,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44124228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-26DOI: 10.1080/10665684.2022.2131195
Sagit Betser, R. Ambrose, Lee M. Martin
ABSTRACT This ethnographic study examines a girls-only summer maker program designed to empower girls who learned to use power tools to build their own designs. Drawing from theories of identity construction within figured worlds, the article shows how girls in the program authored themselves into roles that run counter to patriarchal notions of making and femininity. Illustrative examples show how girls played with gender presentation, produced gender-bending artifacts that became identity resources, and learned to collectively navigate traditionally male spaces. The article concludes with implications for the design of equitable maker learning environments.
{"title":"“Excited to crash the party”: Girls self-author their identities as makers in a girls-only design/build space","authors":"Sagit Betser, R. Ambrose, Lee M. Martin","doi":"10.1080/10665684.2022.2131195","DOIUrl":"https://doi.org/10.1080/10665684.2022.2131195","url":null,"abstract":"ABSTRACT This ethnographic study examines a girls-only summer maker program designed to empower girls who learned to use power tools to build their own designs. Drawing from theories of identity construction within figured worlds, the article shows how girls in the program authored themselves into roles that run counter to patriarchal notions of making and femininity. Illustrative examples show how girls played with gender presentation, produced gender-bending artifacts that became identity resources, and learned to collectively navigate traditionally male spaces. The article concludes with implications for the design of equitable maker learning environments.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"159 - 171"},"PeriodicalIF":2.6,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42938737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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