Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/6747
Title: | Material Entanglements as a Source of Resistance to Educational Injustice in STEM Learning |
Authors: | Elliott, Colin Hennessy |
Keywords: | Learning and Identity |
Issue Date: | Jun-2020 |
Publisher: | International Society of the Learning Sciences (ISLS) |
Citation: | Elliott, C. H. (2020). Material Entanglements as a Source of Resistance to Educational Injustice in STEM Learning. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 753-754). Nashville, Tennessee: International Society of the Learning Sciences. |
Abstract: | This paper explores a particular episode of a high school robotics team’s practice from a posthumanist perspective that values the agency of materials. Exploring material agency is essential in uncovering educational injustice because notions of who can participate in STEM practice are rooted in assumptions about relationships to materials. Analysis uncovers that, in the focal activity, two young women’s entanglement with material actors produces a significant resistance to oppressive notions of how women can participate in engineering practice. |
URI: | https://doi.dx.org/10.22318/icls2020.753 https://repository.isls.org//handle/1/6747 |
Appears in Collections: | ICLS 2020 |
Files in This Item:
File | Size | Format | |
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753-754.pdf | 396.04 kB | Adobe PDF | View/Open |
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