Questioning Power: Deframing the STEM Discourse
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ISSN: 1492-6156 (Print) 1942-4051 (Online) Journal homepage: http://www.tandfonline.com/loi/ucjs20
Questioning Power: Deframing the STEM Discourse Matthew Weinstein, David Blades & Shannon C. Gleason To cite this article: Matthew Weinstein, David Blades & Shannon C. Gleason (2016) Questioning Power: Deframing the STEM Discourse, Canadian Journal of Science, Mathematics and Technology Education, 16:2, 201-212, DOI: 10.1080/14926156.2016.1166294 To link to this article: http://dx.doi.org/10.1080/14926156.2016.1166294
Published online: 03 Jun 2016.
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Date: 07 June 2016, At: 16:19
CANADIAN JOURNAL OF SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION , VOL. , NO. , – http://dx.doi.org/./..
Questioning Power: Deframing the STEM Discourse Matthew Weinsteina , David Bladesb , and Shannon C. Gleasonc
Downloaded by [University of Nebraska, Lincoln] at 16:19 07 June 2016
a University of Washington, Tacoma, Washington; b Department of Curriculum and Instruction, Faculty of Education, University of Victoria, Victoria, British Columbia, Canada; c Department of Teaching and Learning, College of Education, Washington State University, Pullman, Washington
ABSTRACT
Internationally, STEM has become a slogan for organizing new discourses and practices in science education. In the form of a three-act play, we argue that STEM as social engineering orients and organizes school science education curriculum development in directions of scientific innovation and engineering that reinforce and legitimize a neoliberal hegemony of global competition and capitalist expansionism. The dialogue in the play presents an alternative conversation about the role of school science education amidst the sudden adoption of STEM. This conversation begins by examining the positivist assumption of STEM as societal salvation through the example of STEM in the invention, development, and deployment of new technologies, such as solar panels. The play then closely interrogates STEM as a curriculum orientation, shifting in the final act to possibilities for a different focus for science education curriculum development that includes interrogation and resistance to neoliberalism. RÉSUMÉ
Sur le plan international, les disciplines STEM sont une sorte de slogan servant à établir de nouveaux discours et de nouvelles pratiques en enseignement des sciences. Sous forme de pièce en trois actes, nous présentons les STEM comme une construction sociale qui oriente le développement des curriculums scientifiques scolaires vers des innovations scientifiques et d’ingénierie qui renforcent et légitiment une hégémonie néolibérale de concurrence globale et d’expansionnisme capitaliste. Le dialogue de notre pièce présente un discours différent sur le rôle de l’enseignem
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