Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: new imaginaries for research and action

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• 作者：Jrène Rahm
• 关键词：Funds of knowledge ; Learning and identity in STEM ; Affect ; Diverse youth ; Non ; dominant communities ; Transculturalism
• 刊名：Cultural Studies of Science Education
• 出版年：2016
• 出版时间：March 2016
• 年：2016
• 卷：11
• 期：1
• 页码：61-75
• 全文大小：377 KB
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• 作者单位：Jrène Rahm (1)
  
  1. Département de psychopédagogie et d’andragogie, Faculté des sciences de l’éducation, Université de Montréal, Montreal, QC, H3C 3J7, Canada
  
• 刊物主题：Science Education; Sociology of Education;
• 出版者：Springer Netherlands
• ISSN：1871-1510

文摘

Marta Civil’s paper “STEM learning research through a funds of knowledge lens” can be read as a story about her trajectory as a researcher of everyday and school mathematics over time, grounded in sociocultural historical theory. Building on her work, I explore three issues. First, I address the grounding of STEM research in studies of learning and show what this may imply in the context of multilingualism and transculturism. Second, I explore how funds of knowledge can put into question what counts as science. Third, I discuss some of the methodological challenges the article raises. I conclude with some comments to think with for the future of the STEM field and equitable science.