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Spotlighting STEM education: critical approaches to society, science, and learning 
Johanna Larsson (Mälardalen University)
Anna Danielsson (Stockholm University)
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Combined Format Open Panel

Short Abstract:

In this panel we trace how formulations of “science in society” are mutually constituted through global STEM education systems. We welcome contributions that critically engage with STEM education’s reproduction, as it is embracing a focus on science in society and global narratives of science.

Long Abstract:

STS has long focused on how science and society are co-constituted, grappling critically with how science communication, policy, and discourse shape our experience of and relation to knowledge and scientific expertise. We see similar critical engagements taking place in parallel in the field of STEM education - that further practices and pedagogies for socially just education that include plural groups of learners and transforms the STEM classroom and the relationship between STEM subjects, scientific disciplines, and society. This panel calls for scholars who are critically engaged with questions that unpack how science education, technoscience, and society are mutually constituted.

Building on previous critical engagements with science education at 4S that tackled the introduction of particular scientific technologies to the classroom, recent STEM education focuses on Sustainable Development Goals, and diversification in engineering education; this panel looks to expand the focus to the impact of STEM education beyond the classroom.

We particularly are interested in transformations in the field that take a wider lens to understand critical questions such as: how does STEM education shape learners’ normative approaches to science in their lives? How do ideas of techno-solutionism, scientism, and epistemic superiority of STEM shape STEM education, and what impact does this have on how learners are encouraged to engage in society? What is the impact of the emphasis on boundary work about STEM expertise and knowledge in STEM education contexts? How does STEM education develop the ‘modern’ subject, who is primed for the datification, quantification, and solutionism baked into our modern world? We welcome traditional papers, workshops and other creative expressions that use a variety of methodological and theoretical approaches, that concern all levels of schooling, and that are situated both within and outside of formal science learning contexts.

Accepted contributions: