Decolonizing posthumanism
Indigenous material agency in generative STEM
Bibliographic Data
| ID | 21297315 |
|---|---|
| Authors | Ron Eglash (0000-0003-1354-1300, University of Michigan, corresponding author), Audrey Bennett (0000-0002-6763-2622), William Babbitt (0000-0002-2684-4901), Michael Lachney (0000-0003-3310-8707), Martin Reinhardt (0009-0008-8551-863X), Deborah Hammond‐Sowah (0000-0002-4233-133X) |
| Year | 2020 |
| Volume | 51 |
| Issue | 4 |
| Pages | 1334-1353 |
| Publication date | 2020-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.12963 |
| OpenAlex | W3036798287 |
| Language | EN |
| Citations received | 8 |
| References cited | 41 |
This paper describes a decolonial perspective on material agency in the context of STEM education and application. Using the framework of generative STEM, we engaged in case studies with African, African American, South American, and Native American educational communities. This research shows that understanding material agency based on Indigenous knowledge systems can open a rich source of research and education content. Using a suite of simulations, Culturally Situated Design Tools, we apply this body of research to the classroom. One important theoretical conclusion is the contrast to a “content agnostic” position. A generative framework instead offers a robust blend of user agency and instructional guidance. The outcomes indicate statistically significant and notable improvement for STEM skills and interests. We conclude with a contrast to the quantum epistemology approach to posthumanism. We show that the Indigenous material agency framework in generative STEM is a better fit to decolonial aspirations, and that it offers a more transformative vision for the potential role of STEM in transitioning from an extractive to a generative economy
Agency (philosophy) · Context (archaeology) · Epistemology · Generative grammar · Geography · Indigenous · Pedagogy · Posthumanism · Situated · Social science · Sociology · Transformative learning · Artificial Intelligence · Computer Science · Ecology · Innovative Human-Technology Interaction · Innovative Teaching and Learning Methods · Teaching and Learning Programming
Toward a Process-Centered Account of Literate Activity in the Classroom
Learners’ Perspectives on ARCH + STEM
Indigenous Zoom
On Science Genius and Cultural Agnosia
Evaluating the impact of inclusive and accessible learning technologies on student engagement and academic performance in higher education
Unpacking Racism Among Puerto Rican Scientists
Computational reparations as generative justice
Players chatter and dice clatter
Decolonizing Educational Research
Funds of Knowledge
How Forests Think
The legacy of cultural landscapes in the Brazilian Amazon
Europe and the people without history
Boy-Wives and Female Husbands
Enchanted Calvinism
Automation for the artisanal economy
The Ecological Impacts of Large-Scale Agrofuel Monoculture Production Systems in the Americas
A Yupiaq Worldview
Mindstorms
The symbolic significance of motifs on selected Asante religious temples
The Social Construction of What
Politics that matter
When Math Worlds Collide
Plastic Shamans and Astroturf Sun Dances
The Mangle of Practice
Decolonizing Methodologies
The lightness of existence and the origami of "French" anthropology
The New Materialisms and Indigenous Theories of Non-Human Agency
Ethnobotanical Knowledge and Crop Diversity in Swidden Fields
| Unique citing works | 8 |
|---|---|
| Citations per year | 1,6 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |