在 STEAM 中学课程中通过女权废奴主义视角打造世界

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Reading Research Quarterly Pub Date : 2024-04-03 DOI:10.1002/rrq.532
Melita Morales, Mya Franklin, Shirin Vossoughi, Sam Carroll, Onam Lansana, Megan Bang, Sahibzada Mayed
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引用次数: 0

摘要

创客运动在整个教育领域传播,并承诺可以利用技术和设计素养来塑造公平的社会未来。然而,研究人员也强调了创客空间强化种族、性别和阶级等级的方式。本文以相关研究为基础,试图通过更广泛的社会政治和伦理承诺来支持女孩的创客活动。我们考虑了在创客空间中废除女权主义的日常教学法是什么样的,重点关注教育者如何在性别界限内和性别界限外应对新出现的社会需求。我们的数据来源(大量的现场笔记、录音录像、照片和学生访谈)来自 Hubspace,这是一个为期 6 周的暑期项目,服务对象是黑人、拉丁裔/性别和南亚裔的初中青年,以讲故事、编码、工程、音乐、写作和艺术等广泛形式为基础。通过仔细分析教育者的常规反思形式,以及他们所支持的设计决策、教学行动和学生的感性认识形式,我们发现,学生和教育者的社会政治学习是共同出现的,随着时间的推移,在空间文化中逐渐成为可能。在三个案例中,我们展示了这种教学法如何为实践恢复性和公正的社会关系提供生活模式和创造性语言。每个案例都讲述了不同时刻的故事,在这些时刻,性别对于参与者如何努力认识和重新定位已接受的思维方式,以及如何产生其他形式的思维、生活和关系,或创造新的故事和世界变得非常重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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World-Making Through a Feminist Abolitionist Lens in a STEAM Middle School Program
The maker movement propagated throughout educational spaces alongside promises that technological and design literacies could be harnessed to shape equitable social futures. However, researchers have highlighted the ways makerspaces can reinforce hierarchies of race, gender, and class. This paper builds on research that seeks to support girls' making through broader sociopolitical and ethical commitments. We consider what an everyday pedagogy of feminist abolition looked like in a makerspace, with a focus on how educators responded to emergent social needs within and across gender lines. Our data sources (extensive field notes, audio–video recordings, photographs, and student interviews) are drawn from Hubspace, a 6-week summer program serving Black, Latine/x, and South Asian middle school youth and grounded in expansive forms of storytelling, coding, engineering, music, writing, and art. In closely analyzing routine forms of educator reflection alongside the design decisions, pedagogical moves and forms of student sense-making they supported, we found that student and educator sociopolitical learning emerged together to build what became possible in the culture of the space over time. Across three cases, we show how such pedagogies offered lived models and creative languages for practicing restorative and just social relationships. Each of the cases tell the story of different moments when gender became important to the ways participants were working to recognize and desettle received terms of thought and generate alternate forms of thinking, living, and relating, or the making of new stories and worlds.
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来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
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