With increasing awareness of the need for an inclusive curriculum across all educational subjects, Science, Technology, Engineering, the Arts and Mathematics (STEAM) education, in particular, is in huge need of contemporising itself in relation to an epistemologically diverse landscape. Discourses concerning the culturally sensitive nature of STEAM education have been thrown into the public sphere following the Covid-19 pandemic, the subsequent availability of vaccination programmes, and worldwide responses to the climate change crisis. The adverse effects of these phenomena are experienced disproportionately across different communities, with countries of the global majority less likely to receive vaccination resources, more prone to rising sea levels and less protected against the effects of droughts, fires and floods. The classroom is not immune to this discourse. Arguably, STEAM education is in danger of remaining in a homogenous cultural bubble that ultimately serves to exclude learners and teachers who see themselves as part of more diverse worlds.

The articles in this special feature bring together high quality conceptual and empirical papers that build on the pioneering work of earlier researchers in highlighting the affordances, challenges and barriers in culturally responsive pedagogies, while at the same time giving a voice to those on the fringes of mainstream STEAM education. 

Publication date: From August 2023 (on-going). 

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Guest Editors

Dr Wilton Lodge, IOE, UCL’s Faculty of Education and Society, UCL, UK.
Dr Alexis Stones, IOE, UCL’s Faculty of Education and Society, UCL, UK.

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Article list 

Review article

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Research article

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