Disrupting and Displacing Methodologies in STEM Education: from Engineering to Tinkering with Theory for Eco-Social Justice
Item
Title
Disrupting and Displacing Methodologies in STEM Education: from Engineering to Tinkering with Theory for Eco-Social Justice
Abstract/Description
This special issue of The Canadian Journal of Science, Mathematics and Technology Education offers a series of articles that take seriously the notion that methodology is not only a legitimate object of study for critical approaches to science, technology, engineering, and mathematics (STEM) education, but also an important location to labour in working towards both ecological and social justice to-come. Within this editorial introduction, we briefly frame why disrupting and displacing methodologies in STEM education matters. Next, we sketch out the guiding metaphor that informs the naming of this special issue: tinkering with theory. Lastly, we give a short overview of the papers within this special issue.
Author/creator
Date
Volume
18
Issue
3
Pages
187-192
Resource type
Research/Scholarly Media
Medium
Print
Background/context type
Conceptual
Keywords
Open access/free-text available
Yes
Peer reviewed
Yes
ISSN
1942-4051
Citation
Higgins, M., Wallace, M. F. G., & Bazzul, J. (2018). Disrupting and Displacing Methodologies in STEM Education: From Engineering to Tinkering with Theory for Eco-Social Justice. Canadian Journal of Science, Mathematics and Technology Education, 18(3), 187–192. https://doi.org/10.1007/s42330-018-0020-5
Comments
No comment yet! Be the first to add one!