Stories of learning,identity, navigations and boundary crossings in STEM in non-dominant communities: new imaginaries for research and action |
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| Authors: | Jrène Rahm |
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| Institution: | 1.Département de psychopédagogie et d’andragogie, Faculté des sciences de l’éducation,Université de Montréal,Montreal,Canada |
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| Abstract: | 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. |
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