STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation: 10 (Social Justice Across Contexts in Education)

ISBN 10: 1433151383 / ISBN 13: 9781433151385

Published by Peter Lang, 2018

About this Item

2018. New. paperback. . . . . . Books ship from the US and Ireland.

Seller Inventory # V9781433151385

Bibliographic Details

• Title: STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation: 10 (Social Justice Across Contexts in Education)
• Publisher: Peter Lang
• Publication Date: 2018
• Language: English
• ISBN 10: 1433151383
• ISBN 13: 9781433151385
• Binding: Soft cover
• Condition: New

About this title

Synopsis

STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is designed to contribute to discourses about how STEM teaching and learning can become more equitable, serving the needs of readers across the STEM educational spectrum. STEM21 is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited dialogue between and across those spaces. This volume weaves together field-based research, personal narrative, and education theory, while providing for reflection and discussion. STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is undergirded by the principle that engaged STEM education accommodates theory and practice that is equitable, rejects deficit model thinking, and is community relevant. Equitable STEM pedagogy builds autonomous pathways to learning; creates a culture of questioning and transparency; celebrates diversity of thought, habit and culture; and embraces a social justice stance on issues of race, class, gender, environmental responsibility, health, and access to resources.

About the Author

Joy Barnes-Johnson (Ph.D in urban education, Temple University; M.Ed. in curriculum and instruction; B.S. in chemistry) is the founder of EMC² Group LLC, an education consulting firm, and currently works as a high school science teacher.

Janelle M. Johnson (Ph.D. in teaching, learning, and sociocultural studies, University of Arizona; M.Ed. in language, reading, and culture; B.S. in elementary education/teaching English as a second language) is Assistant Professor in STEM teaching and learning, secondary teacher education at Metropolitan State University of Denver.