Dreaming of disability‐as‐possibility as a humanistic STEM education futurity

Datos Bibliográficos

ID21392811
AutoresPhillip Boda (0000-0001-5797-8139, Department of Special Education University of Illinois Chicago Chicago Illinois USA, autor de correspondencia)
Año2024
Volumen108
Número6
Páginas1590-1607
Fecha de publicación2024-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21891
OpenAlexW4399785762
IdiomaEN
Referencias citadas86

I Dream with and through a positionality that lacks critical theorizing in Science, Technology, Engineering, and Mathematics (STEM) education research: Students labeled with disabilities; Disability beyond students’ accommodations. Understanding this marginalized population can push humanistic STEM scholarship to disrupt ableism by design, thereby honoring students’ voices, identities, and Dreams as knowledge‐building sources. Engaging purposefully along such a proactive centering of these margins pushes STEM researchers to think beyond past challenges and break away from the free‐market value commoditizations of education. I urge we Dream future possibilities of humanistic STEM education where researchers, teachers, and students are aligned to build new cultures of joy and feelings of relational belonging. In this way I seek to nurture the brilliance of students who are historically marginalized, including Disabled people, because of a desire to define their studenthood on their own terms. I argue that STEM education researchers working toward “what if” leveraging intersectionality as a way to critically theorize design can do more than change disciplinary practices: We can help students to Dream beyond “what is.”

Environmental ethics · Humanism · Humanistic education · Pedagogy · Political science · Science education · Sociology · Digital Education and Society · Law · Philosophy · Psychology