Towards Critical Justice: Exploring Intersectionality in Community-Based STEM-Rich Making with Youth from Non-Dominant Communities

Y

14

National Science Foundation (NSF)

1421116

Ethnography; Teaching Methods; STEM Education; Low Income Groups; Urban Areas; Longitudinal Studies; African American Students; Case Studies; Educational Technology; Technology Uses in Education; Shared Resources and Services; Minority Group Students; Social Justice; Equal Education; Elementary School Students; Middle School Students; Youth Programs; Culturally Relevant Education; Interviews; Interpersonal Communication; Identification (Psychology)

10.1080/10665684.2018.1439786

1066-5684

We investigated how community ethnography as a pedagogy approach to STEM-rich making supported youth makers from two low-income urban communities engaged in sustained STEM-rich making towards making a difference in their communities. Data is drawn from two-year long ethnographic data across two community-based, youth making programs. We highlight two cases. Case #1 focuses on one African American girl's making endeavors across one school year. Case #2 looks at how two youth engaged in critical sense-making with regards to the currently available how-to making resources they could locate online. We discuss how these pedagogical moves supported the youth in making towards a more just future in ways that addressed intersecting scales of injustice.

As Provided

23

2018

EJ1179884