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P281


Transnational/transdisciplinary/transforming – collaborative forms of teaching gender, diversity and sustainability in STEM subjects 
Convenors:
Sahra Dornick (Technische Universität Berlin)
Juan Carlos Valarezo (Pontificia Universidad Católica del Ecuador)
Elizabeth Marcial
Ana Carolina Vázquez (Tecnologico de Monterrey)
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Chairs:
Sahra Dornick (Technische Universität Berlin)
Ana Carolina Vázquez (Tecnologico de Monterrey)
Juan Carlos Valarezo (Pontificia Universidad Católica del Ecuador)
Format:
Traditional Open Panel

Short Abstract:

Teaching gender, diversity and sustainability in STEM subjects is becoming increasingly urgent. Therefore, we want to explore collaborative ways to promote the integration of STS approaches in the teaching of gender, diversity and sustainability in STEM on transnational and transdisciplinary level.

Long Abstract:

Abstract

Teaching gender, diversity and sustainability in STEM subjects is becoming increasingly urgent. Global challenges need to be brought into focus with STS approaches to improve knowledge formations, cultures and practices on how society deals with climate disasters, technological inventions, energy crises, biodiversity, genetic research, nature conservation and so on (Haraway 2016, Subramaniam 2014, Tsing 2015, Verran 2001). By aiming to develop more complex, relational and postcolonial perspectives on science, technology and society for more than human worlds (Bellacasa 2017), STS approaches actually lay the groundwork for transforming the way we deal with climate change, sustainability and/or gender equality. Despite this, STS approaches are still neglected in STEM subjects. Therefore, we want to explore particularly collaborative ways to promote the integration of STS approaches in the teaching of gender, diversity and sustainability in STEM on transnational and/or transdisciplinary level.

Transnational Collaboration

We are particularly interested in papers that critically reflect on the making and doing of collaboration at a transnational, transdisciplinary level. Which role can collaboration in teaching play in the competitive environment of the neoliberal higher education system?

Transdisciplinary Integration

Teaching gender, diversity and sustainability in STEM is often associated with the making and doing of transdisciplinary integration. We are interested in papers that focus on navigating the slippery slope of transdisciplinary teaching. Therefore, we would like to learn more about the potentials/mess/failures of transdisciplinary teaching.

Transforming Teaching

Thirdly, we are interested in the notion of transforming in a pedagogical context. In relation to the concept of decolonial scholarship, we ask how and on what levels can we work towards transformation? What practices can we add, what should we avoid? What should we focus on? How is what we make and do in teaching a way of transforming?

Key words: Gender, Diversity, Sustainability, Teaching, STEM

Accepted papers: