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Creators/Authors contains: "Calabrese Barton, Angela"

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  1. Free, publicly-accessible full text available July 3, 2024
  2. Abstract While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science, Technology, Engineering and Mathematics) learning (ISL), this paper argues that the sector would benefit from an approach that foregrounds equity and social justice outcomes. We propose a new model for reflecting on equitable youth outcomes from ISL that identifies five key areas: (1) Grounded fun; (2) STEM capital; (3) STEM trajectories; (4) STEM identity work; and (5) Agency+ . The model is applied to empirical data (interviews, observations and youth portfolios) collected over one year in four UK-based ISL settings with 33 young people (aged 11–14), largely from communities that are traditionally under-represented in STEM. Analysis considers the extent to which participating youth experienced equitable outcomes, or not, in relation to the five areas. The paper concludes with a discussion of implications for ISL and how the model might support ongoing efforts to reimagine ISL as vehicle for social justice. 
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  3. This study investigates how youth from two cities in the United States engage in critical data practices as they learn about and take action in their lives and communities in relation to COVID-19 and its intersections with justice-related concerns. Guided by theories of critical data literacies and data justice, a historicized and future-oriented participatory methodological approach is used to center the lived lives and communities of participants through dialogic interviews and experience sampling method. Data were co-analyzed with participants using critical grounded theory. Findings illustrate how youth not only aimed to reveal the dynamic and human aspects of and relationships with data as they engage with/in the world as people who matter but also offered alternative infrastructures for counter data production and aggregation toward justice in the here and now and desired possible futures. Implications for studies of learning with/through data practices in everyday life in relation to issues of justice are discussed. 
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  4. null (Ed.)
    We report on how one community builds capacity for disrupting injustice and supporting each other during the COVID-19 crisis. We engaged long-term community partners (parents, their youth, and local community center leaders) in on-going conversation on their experiences with the pandemic. We learned with and from community partners about how and what people in communities most vulnerable in this crisis learn about and respond to COVID-19 in highly contextualized ways, individually and through extended family groups and trusted social networks. We report on how they put understandings towards educated, organized, urgent community infrastructuring actions within informal coalition networks. We explore these actions as necessary localized responses to systemic neglect from dominant institutional infrastructures during a global pandemic. 
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  5. Abstract

    In this article, it is argued that processes of co‐production can support teachers and students in organizing resources for justice through science learning. Drawing upon a critical justice conceptual framework, critical ethnographic data from one urban middle school classroom during a unit focused on engineering for sustainable communities were analyzed. Findings describe how processes of co‐production yielded new Discourse threads focused on sustainability, whose ideas matter, and empathy, which were embodied in students' engineered artifacts and how students talked about using those artifacts. Such embodiment positioned students as rightfully present and powerful experts in science and engineering. We discuss how processes of co‐production supported justice by supporting new social relationships between the teacher and students that helped to make space for collective engagement of students' political struggles against the oppressive practices of schooling as an integral part of science learning.

     
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