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).
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.
Article list
Research article
Culturally responsive teaching through primary science in Aotearoa New Zealand
Steven S. Sexton
2024-02-21 Volume 22 • Issue 1 • 2024
Also a part of:
Towards justice-oriented science teaching: examining the impact of the science capital teaching approach on teachers
Meghna Nag Chowdhuri, Heather King, Spela Godec and Louise Archer
2023-11-29 Volume 21 • Issue 1 • 2023
Also a part of:
Socioscientific modelling as an approach towards justice-centred science pedagogy
Rebecca R. Lesnefsky, Eric A. Kirk, Jasmyne Yeldell, Troy D. Sadler and Li Ke
2023-08-30 Volume 21 • Issue 1 • 2023
Also a part of:
‘STEAM success stories’: refocusing the framework of intersectionality
Saima Salehjee and Mike Watts
2023-09-15 Volume 21 • Issue 1 • 2023
Also a part of:
Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach
Louise Archer, Heather King, Spela Godec and Meghna Nag Chowdhuri
2024-03-13 Volume 22 • Issue 1 • 2024
Also a part of:
Towards a gendered STEAM education approach: building a comprehensive model to strengthen girls’ and students with non-conforming gender identities’ STEAM trajectories in Chilean public schools
Pamela Soto, Verónica López, Paulina Bravo, Carolina Urbina, Teresa Báez, Fernanda Acum, Rebecca Ipinza, Jennifer Venegas, Juan Carlos Jeldes, Corina González, Sebastián Lepe and Jorge González
2024-03-06 Volume 22 • Issue 1 • 2024
Also a part of:
Islamic Scientific Critical Consciousness as a theoretical framework for Muslim science educators
Usama Javed Mirza
2024-03-27 Volume 22 • Issue 1 • 2024
Also a part of:
Using the family resemblance approach to inform STEAM education
Sibel Erduran and Kason Ka Ching Cheung
2024-04-04 Volume 22 • Issue 1 • 2024
Also a part of:
Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students
Irina Lyublinskaya, Sandra Okita, Erica Walker and Xiaoheng (Kitty) Yan
2024-04-10 Volume 22 • Issue 1 • 2024
Also a part of:
A framework for investigating immigrant students’ attitudes towards science, exemplified with data from Turkish families
Havva Görkem Altunbas, Marian Mulcahy and Michael J Reiss
2024-05-01 Volume 22 • Issue 1 • 2024
Also a part of: