This chapter describes an ongoing research-practice partnership with in-service teachers in communities across Oregon focused on broadening participation in science, technology, engineering, and mathematics (STEM) fields. Broadening participation is essential for creating more justice-centered STEM in our society and cannot occur without families and communities working in partnership with educators to ensure that community resources, needs, and multi-generational perspectives are centered in this work. Building from this framing, we explore how our design-based work with teachers is shaping our collective efforts to enact new language and science practices for supporting students’ justice-centered STEM meaning-making.
Buxton, C., Well, J., Hale, K., Crespo Camacho, D., Ettenauer, B., Dake, F., Jones, C. & Livingston, M. (2024). Co-designing a justice-centered STEM teacher professional learning project. In L. Evans, K. Allen & C. Turner (Eds). Advancing Critical Praxis and Pedagogy Across Educational Settings. Boston, MA: Brill, 103-129. https://doi.org/10.1163/9789004689619_006