STEM and the Social Good: Forwarding Political and Ethical Perspectives in the Learning Sciences

Tesha Sengupta-Irving | Graduate School of Education | Routledge, 2021

This book is a compilation of empirical studies that interrogate the global high-speed train of STEM education, particularly as it operates as a promise of social, economic, and political enfranchisement for marginalized communities. In this book, scholars of race, education, and learning offer a range of analyses from which to consider the “who,” “what,” and “toward what ends” of STEM education. Together with scholarly commentaries, the studies frame STEM learning as a personal and political enterprise worthy of closer examination in the lives of children, the work of a adults, and the making of nations. The studies vary in scope and scale, but coalesce in surfacing the ideologies and values underlying the rapid ingestion of STEM in schools and communities as “social good.” Readers will journey through a Latinx students’ reflection on social justice mathematics, African American primary school students studying water and justice, Indigenous families engaged in storytelling with robotics, college STEM mentors’ work with youth, an online portal created for youth in Singapore to envision a STEM-infused future; and finally, frameworks for teaching and research that engage marginalized children’s histories, cultural practices and sense making. The sociopolitical grounding and visioning of these works makes this a must-read for researchers, teachers, teacher educators and policy makers in STEM.