You are here:

Beyond Inquiry: Towards the Specificity of Anti-Blackness Studies in STEM Education
ARTICLE

CJSMTE Volume 18, Number 3, ISSN 1492-6156

Abstract

This article explores the concept of "anti-blackness" as a theoretical construct that may offer new openings towards transformative and liberatory projects concerned with race and inequity in STEM education research, policy, and pedagogical reform. The article first unpacks the historic, economic, political, and therefore racialized contexts of the ubiquitous bundle of STEM education reforms known as "inquiry." Then, an overview of key theoretical constructs from Black Studies is provided, along with a more specific overview of how the framing ideas of BlackCrit (Dumas and Ross 2016) allow for more incisive examinations of anti-blackness in school contexts. Through the illustrative example of inquiry, the author shows how a BlackCrit analytic of anti-blackness might reframe inquiry in STEM as an anti-black construct. Implications related to the teaching and learning of STEM are discussed.

Citation

Cedillo, S. (2018). Beyond Inquiry: Towards the Specificity of Anti-Blackness Studies in STEM Education. Canadian Journal of Science, Mathematics and Technology Education, 18(3), 242-256. Retrieved April 26, 2019 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords