Indigenizing modern STEM for the public

Projects seeking to indigenize STEM (science, technology, engineering and mathematics) for the public have recently emerged in digital spaces in Africa. These ‘STEM-for-the-public’ projects are conceptualized within the framework of ‘indigenization’ that cuts across the STEM and social science fields. I identify two paradigms in the indigenization literature: the language (L) paradigm and the methodology–conclusion dyad (MCD) paradigm. Although STEM-for-the-public projects fall within the L paradigm, they sometimes exhibit the MCD paradigm by drawing on oral culture and other forms of indigenous knowledge. These projects constitute an attempt at a cultural solution to what I describe as ‘the problem of unequal access and relevance’ (Problem-UAR), which plagues a particular kind of society that I describe as ‘wholesale-origin societies’ (such as those of Africa, south of the Sahara). Based on a digital ethnography, I show that, although they have had some recognizable impacts, operating in different modes, using a variety of linguistic approaches, covering various STEM topics, and adopting different modality frames, STEM-for-the-public projects, in their current forms, are not the ultimate solution to Problem-UAR because: (1) they generally do not address the classroom side of Problem-UAR; (2) they largely exclude offline publics; and (3) they have reached only a significantly small portion of their target online populations

Biology · Reproduction · Sociology · African cultural and philosophical studies · Anthropology · Ecology · Genetics, Bioinformatics, and Biomedical Research · Global Educational Policies and Reforms