A rejoinder to Jrène Rahm's "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：Marta Civil
• 关键词：Immigration ; In ; school and out ; of ; school learning ; STEM practices ; Valorization of knowledge
• 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：77-80
• 全文大小：304 KB
• 参考文献：Civil, M., & Menéndez, J. M. (2011). Impressions of Mexican immigrant families on their early experiences with school mathematics in Arizona. In R. Kitchen & M. Civil (Eds.), Transnational and borderland studies in mathematics education (pp. 47–68). New York: Routledge.
  Civil, M., & Planas, N. (2010). Latino/a immigrant parents’ voices in mathematics education. In E. Grigorenko & R. Takanishi (Eds.), Immigration, diversity, and education (pp. 130–150). New York: Routledge.
  Civil, M., Planas, N., & Quintos, B. (2012). Immigrant parents’ perspectives on their children’s mathematics education [preface and reprint of article published in ZDM (2005), 37(2)]. In H. Forgasz & F. Rivera (Eds.), Towards equity in mathematics education: gender, culture, and diversity (pp. 261–282). New York: Springer.CrossRef
  Nasir, N., Rosebery, A., Warren, A., & Lee, C. D. (2006). Learning as a cultural process: achieving equity through diversity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 489–504). Cambridge: Cambridge University Press.
  Suárez-Orozco, C., & Suárez-Orozco, M. (2001). Children of immigration. Cambridge, MA: Harvard University Press.
  Varley Gutiérrez, M. (2009). “I thought this U.S. place was supposed to be about freedom”: young Latinas speak to equity in mathematics education and society. PhD diss., University of Arizona: Tucson.
  
• 作者单位：Marta Civil (1)
  
  1. Department of Mathematics, The University of Arizona, 617 N. Santa Rita, Tucson, AZ, 85721, USA
  
• 刊物主题：Science Education; Sociology of Education;
• 出版者：Springer Netherlands
• ISSN：1871-1510

文摘

This article presents my rejoinder to Jrène Rahm’s response to my article “STEM learning research through a funds of knowledge lens.” I focus on four themes that emerged from my reading of her commentary: the importance of the histories of youth of immigrant origin; her comments on globality; the theoretical lens that she brings to my research; and the methodological issues she discusses. I highlight Rahm’s humanizing component and the need to understand the complexity of immigration. What are we doing in our global settings to build on the diversity of experiences and backgrounds among the youth as a resource towards STEM learning?