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|Title:||Centering Relationships in STEM Disciplines: A Sociopolitical Lens on Teacher Learning|
Olivares, Maria C.
Wright, Christopher G.
Sohr, Erin Ronayne
de Royston, Maxine McKinney
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Watkins, J., Gravel, B., Tucker-Raymond, E., Olivares, M. C., Millner, A., Wright, C. G., Celletti, J., Likely, R., Miller, M., Radoff, J., Sohr, E. R., Gupta, A., & de Royston, M. M. (2020). Centering Relationships in STEM Disciplines: A Sociopolitical Lens on Teacher 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 4 (pp. 2183-2190). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Teachers’ own interactions and identities in STEM disciplinary spaces can shape the opportunities that they provide for their students. This symposium brings a sociopolitical lens to examine the relational aspects of teachers' learning. Attending to the ways power and privilege intersect with teachers’ relationships to STEM, the four papers highlight the role that race, class, and gender play in how teachers position themselves, are positioned, and are recognized by others in STEM. Across diverse in-service teacher education contexts, this collection contributes rich examples that characterize the powered and politicized nature of teachers’ relationships to STEM, examine how these relationships evolved over time, and reveal implications of these relationships for teaching. The symposium raises critical questions on how to support teachers in developing disciplinary relationships that foreground the politicized nature of teaching and learning STEM.|
|Appears in Collections:||ICLS 2020|
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