A rejoinder to Jrène Rahm’s “Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: new imaginaries for research and action”

Research output: Contribution to journalArticle

Abstract

This article presents my rejoinder to Jrène Rahm’s response to my article “STEM learning research through a funds of knowledge lens.” I focus on four themes that emerged from my reading of her commentary: the importance of the histories of youth of immigrant origin; her comments on globality; the theoretical lens that she brings to my research; and the methodological issues she discusses. I highlight Rahm’s humanizing component and the need to understand the complexity of immigration. What are we doing in our global settings to build on the diversity of experiences and backgrounds among the youth as a resource towards STEM learning?

Original languageEnglish (US)
Pages (from-to)77-80
Number of pages4
JournalCultural Studies of Science Education
Volume11
Issue number1
DOIs
StatePublished - Mar 1 2016

Keywords

  • Immigration
  • In-school and out-of-school learning
  • STEM practices
  • Valorization of knowledge

ASJC Scopus subject areas

  • Cultural Studies

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