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"Tan, Edna"
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Beyond Equity as Inclusion: A Framework of “Rightful Presence” for Guiding Justice-Oriented Studies in Teaching and Learning
Current discourses of equity in teaching and learning are framed around calls for inclusion, grounded in the extension of a set of static rights for high-quality learning opportunities for all students. This essay presents a rightful presence framework to guide the study of teaching and learning in justice-oriented ways. This framework highlights the limitations of equity as inclusion, which does not adequately address the ways in which systemic injustices manifest in local classroom practice. Rightful presence orients the field towards the importance of political struggles to make present the lives of those made missing by schooling and discipline-specific norms. Three tenets for guiding the use of this framework in teaching and learning are offered. Two contrasting vignettes from STEM classrooms illustrate tenets and emergent tensions.
Journal Article
We Be Burnin'! Agency, Identity, and Science Learning
This article investigates the development of agency in science among low-income urban youth aged 10 to 14 as they participated in a voluntary year-round program on green energy technologies conducted at a local community club in a midwestern city. Focusing on how youth engaged a summer unit on understanding and modeling the relationship between energy use and the health of the urban environment, we use ethnographic data to discuss how the youth asserted themselves as community science experts in ways that took up and broke down the contradictory roles of being a producer and a critic of science/education. Our findings suggest that youth actively appropriate project activities and tools in order to challenge the types of roles and student voice traditionally available to students in the classroom.
Journal Article
Designing for Rightful Presence in STEM: The Role of Making Present Practices
Opportunities to learn in consequential ways are shaped by the historicized injustices students encounter in relation to participation in STEM and schooling. In this article, it is argued that the construct of rightful presence, and the coconstructed \"making present\" practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning. Drawing on theories of consequential learning and critical justice, we analyze ethnographic data from 3 urban middle school classrooms in 2 states during a STEM unit focused on engineering for sustainable communities. Findings describe 2 making present practices students enacted as they engaged in engineering design: modeling ethnographic data and reperforming injustices toward solidarity building. We discuss how these practices supported moments of rightful presence in the STEM classrooms by inscribing youths' marginalizing school experiences as a part of classroom science discourse and co-opting school science tasks as tools for exposing, critiquing, and addressing these unjust experiences. That which was silent and previously concealed from school authority figures gained a rightful place through the voices and scientific actions of the youth and their allies.
Journal Article
A Longitudinal Study of Equity-Oriented STEM-Rich Making Among Youth From Historically Marginalized Communities
The maker movement has evoked interest for its role in breaking down barriers to STEM learning. However, few empirical studies document how youth are supported over time in STEM-rich making projects or their outcomes. This longitudinal critical ethnographic study traces the development of 41 youth maker projects in two community-centered making programs. Building a conceptual argument for an equity-oriented culture of making, the authors discuss the ways in which making with and in community opened opportunities for youth to project their communities' rich culture knowledge and wisdom onto their making while also troubling and negotiating the historicized injustices they experience. The authors also discuss how community engagement legitimized a practice of co-making, which supported equity-oriented goals and outcomes.
Journal Article
Creating Hybrid Spaces for Engaging School Science among Urban Middle School Girls
The middle grades are a crucial time for girls in making decisions about how or if they want to follow science trajectories. In this article, the authors report on how urban middle school girls enact meaningful strategies of engagement in science class in their efforts to merge their social worlds with the worlds of school science and on the unsanctioned resources and identities they take up to do so. The authors argue that such merging science practices are generative both in terms of how they develop over time and in how they impact the science learning community of practice. They discuss the implications these findings have for current policy and practice surrounding gender equity in science education.
Journal Article
Crafting a Future in Science: Tracing Middle School Girls' Identity Work Over Time and Space
The underrepresentation of girls from nondominant backgrounds in the sciences and engineering continues despite recent gains in achievement. This longitudinal ethnographic study traces the identity work that girls from non-dominant backgrounds do as they engage in science-related activities across school, club, and home during the middle school years. Building a conceptual argument for identity trajectories, the authors discuss the ongoing, cumulative, and contentious nature of identity work and the mechanisms that foster critical shifts in trajectories. The authors argue that the girls view possible future selves in science when their identity work is recognized, supported, and leveraged toward expanded opportunities for engagement in science. This process yields layered meanings of (possible) selves and of science and reconfigures meaningful participation in science.
Journal Article
A Longitudinal Study of Equity-Oriented STEM-Rich Making among Youth from Historically Marginalized Communities
The maker movement has evoked interest for its role in breaking down barriers to STEM learning. However, few empirical studies document how youth are supported over time in STEM-rich making projects or their outcomes. This longitudinal critical ethnographic study traces the development of 41 youth maker projects in two community-centered making programs. Building a conceptual argument for an equity-oriented culture of making, the authors discuss the ways in which making with and in community opened opportunities for youth to project their communities' rich culture knowledge and wisdom onto their making while also troubling and negotiating the historicized injustices they experience. The authors also discuss how community engagement legitimized a practice of co-making, which supported equity-oriented goals and outcomes.
Journal Article
Just like my nanny: troubling teacher’s social identities in the classroom
Teacher-researcher narrative accounts are essential and insightful for the science education field, yet they are few and far-between. In this forum, I engage in dialogue with Nicole Grimes’s auto-ethnographic narrative on the affordances her femme-Carribean identity allowed for some students to engage more deeply in science. While I agree with and applaud Grimes’s reflection on how her perceived social identity had positive effects on some students’ engagement in science, I trouble the notion of such a social identity being framed solely as an asset to student learning by examining the power dynamics inherent in the enacted nanny-child relationship. I also propose the need for deeper analyses on how a teacher’s social identity can impact students’ learning experiences in the science classroom by looking at how the boundaries of the science classroom are redefined and what additional resources are recruited that can foster deeper engagement.
Journal Article