Kareem Edouard
Dados Biográficos
| ID | 9526969 |
|---|---|
| NOME | Kareem Edouard |
| PRENOMES | Kareem |
| SOBRENOME | Edouard |
| ASSINATURA | EDOUARD K |
| AFILIAÇÕES | Department of Teaching, Learning, & Curriculum Drexel University Philadelphia Pennsylvania USA |
| ORCID | 0000-0003-2149-9720 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2025 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Welcome Home
Black boys remain systematically marginalized in STEM education, not only through underrepresentation but through daily experiences of cultural disregard and emotional disconnection. This paper presents the positive affective cultural experiences (PACE) model, a framework that emerged from qualitative research rather than being imposed upon it. Grounded in bell hooks’ concept of homeplace, PACE reimagines STEM learning as a site of belonging wher…
Racialized spatial imaginaries
Engineering education research has highlighted the importance of examining, understanding, and supporting teacher learning and identity development, particularly for those that hold marginalized identities. As part of the special issue on Teacher Learning and Organizational Contexts, this study examines the intricate relationship between powered boundaries of race, culture, and space for two Black women teachers in organizational contexts within …
Racialized spatial imaginaries
Engineering education research has highlighted the importance of examining, understanding, and supporting teacher learning and identity development, particularly for those that hold marginalized identities. As part of the special issue on Teacher Learning and Organizational Contexts, this study examines the intricate relationship between powered boundaries of race, culture, and space for two Black women teachers in organizational contexts within …
Racialized spatial imaginaries
Engineering education research has highlighted the importance of examining, understanding, and supporting teacher learning and identity development, particularly for those that hold marginalized identities. As part of the special issue on Teacher Learning and Organizational Contexts, this study examines the intricate relationship between powered boundaries of race, culture, and space for two Black women teachers in organizational contexts within …
Welcome Home
Black boys remain systematically marginalized in STEM education, not only through underrepresentation but through daily experiences of cultural disregard and emotional disconnection. This paper presents the positive affective cultural experiences (PACE) model, a framework that emerged from qualitative research rather than being imposed upon it. Grounded in bell hooks’ concept of homeplace, PACE reimagines STEM learning as a site of belonging wher…
Aesthetics (1 obras) · Career Development and Diversity (1 obras) · Creativity (1 obras) · Critical Race Theory in Education (1 obras) · Diverse Educational Innovations Studies (1 obras) · Education Systems and Policy (1 obras) · Grounded theory (1 obras) · Identity (music) (1 obras) · Indigenous and Place-Based Education (1 obras) · Intersectionality (1 obras)