Teaching towards "Rightful Presence" in Middle School STEM

Autor/inn/en	Tan, Edna; Barton, Angela Calabrese
Titel	Teaching towards "Rightful Presence" in Middle School STEM
Quelle	(2023), (176 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-68253-846-3
Schlagwörter	Leitfaden; Unterricht; Lehrer; Teaching Methods; Middle School Students; Decision Making; Ethnography; STEM Education; Disadvantaged; Kindergarten; Elementary Secondary Education; Racism; Colonialism; Social Differences; Racial Differences; Educational Strategies; Guidelines; Learner Engagement; Self Concept + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Decision-making; Entscheidungsfindung; Ethnografie; STEM; Rassismus; Kolonialismus; Sozialer Unterschied; Rassenunterschied; Lehrstrategie; Richtlinien; Selbstkonzept
Abstract	In "Teaching Toward Rightful Presence in Middle School STEM," Edna Tan and Angela Calabrese Barton introduce the rightful presence framework, a multifaceted approach to instruction that enables historically marginalized students to gain agency in their science, technology, engineering, and mathematics (STEM) learning. This necessary work presents practical, justice-centered STEM pedagogy that can begin to reverse the messages of exclusion that have pervaded K-12 science education. Tan and Calabrese Barton first delve into the complex legacy of systemic injustice in education, showing how forms of racialization and colonization that are manifest in schooling practices have excluded and led to the disengagement of students who have been historically marginalized because of their race, immigration status, language, class, sexuality, or gender. Through cases and vignettes from middle-school classrooms, they illustrate real-life strategies and instructional decisions that help counteract inequalities. Reaching beyond inclusion, they suggest approaches such as coplanning, coproduction, and community ethnography that disrupt the norms of the science classroom and validate the community's powerful cultural knowledge and relevant experience. Tan and Calabrese Barton show how the rightful presence framework can foster student engagement and support identity formation. This work gives teachers and other practitioners a means to critique, challenge, and disrupt underlying power structures in middle school STEM. [Foreword written by Thomas M. Philip.] (As Provided).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01