iEngineering
Engineering for Sustainable Communities by Youth and with Youth: A middle school program. iEngineering developed and refined a framework and tools in support of developing student learning, identity, and agency in engineering. The research-tested materials are freely available on the website.
Learning in Places
Free classroom materials from an NSF-funded collaborative network of educators, families, and community partners seeking to connect the natural world with pre-K to 5th grade (and beyond) classrooms in equitable and just ways.
Young People’s Race Power and Tech Project (YRPTP)
Co-designed learning experiences for young people to examine the interconnections between technology, racism, and power.
Youth Participatory Science and Youth Power
A podcast. Tiffany Childress-Price and Dr. Mindy Chappell discuss their use of Youth Participatory Science in their classrooms.
Justice‐centered science pedagogy with Daniel Morales-Boyle
A podcast. Daniel Morales-Boyle gives examples of what a justice-centered science pedagogy looks like throughout different grade bands, and its powerful impact.
Bringing a Justice Orientation to K-12 STEM Teaching & Learning with Dr. Tan and Dr. Calabrese Barton
A video presentation about how young minoritized students think about belonging in STEM, and a framework that addresses how to move beyond inclusion to welcoming youth as valued members of the learning community, who have specific rights including the right to change the culture of science.
Designing for Social Justice in Science Teaching and Learning: Working Toward Rightful Presence
Calabrese Barton & Tan, 2020
Written for teachers specifically, and explanation of the Rightful Presence framework for supporting equity and justice in science education.
Social Justice in the Science Classroom
Bell & Morrison, 2020
An article about addressing the fundamentally cultural and inherently political ways of knowing in science and science education, students’ right to know how science has been implicated in creating many social inequities over time, and how diverse scientific knowledges and practices can promote justice.
Towards More Equitable Learning of Science
Bang, Brown, Calabrese Barton, Rosebery, & Warren, 2017
How to approach shifting toward equitable, culturally expansive sense-making in teaching while also aligning with the Next Generation Science Standards.
C2AST (Critical and Cultural Approaches to Ambitious Science Teaching)From Responsive Teaching Toward Developing Culturally and Linguistically Sustaining Science Teaching Practices
Thompson, Mawyer, Johnson, Scipio, and Luehmann, 2021
A four-part framework for Critical and Cultural approaches to Ambitious Science Teaching, (C2AST) to support educators in grounding learning opportunities in students’ cultures and identities, toward teaching with culturally and linguistically sustaining practices.
In an Era of Pandemic and Protest, STEM Education Can’t Pretend to Be Apolitical
Daniel Morales-Doyle, Shirin Vossoughi, Sepehr Vakil, Megan Bang, 2020
Engaging students with scientific practices has become a hallmark of reforms in science education, but engaging them with related political and ethical considerations has not been incorporated into these efforts. The complex social and scientific thinking our world indicates that the standard requirements of biology, chemistry and physics are outdated.
Bio4Community supports consequential learning and rightful presence of marginalized students in science classrooms.