Matters of Representation: Space, Place, and Context in STEM Curriculum
Abstract
In order to fully conceptualize the impact of a curriculum theory, we must have “complicated conversations” (Pinar, 2019) about how we can apply a theory into instructional practice. By translating how an academic and scholarly theory can connect to real-world situations, we can assess the benefits and drawbacks of the theory, and contribute additional knowledge and understandings to the theory with regard to the role of curriculum in education and society. This panel focuses on the examination of how historical contexts that shaped the development of deliberative, existential, and radical theories can be applied to addressing matters of inclusion, and exclusion, from STEM curriculum. Using Joseph Schwab’s (1978) Five Commonplaces as the framework for this research, we highlight how these traditions can be implemented in a theory to practice model to promote gender and racial representation and inclusivity in science curricula, as well as in real-world situations.
Presentation Description
Unavailable
Location
Stream B
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Perrotta, Katherine A., "Matters of Representation: Space, Place, and Context in STEM Curriculum" (2021). Curriculum Studies Summer Collaborative. 56.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/56
Matters of Representation: Space, Place, and Context in STEM Curriculum
Stream B
In order to fully conceptualize the impact of a curriculum theory, we must have “complicated conversations” (Pinar, 2019) about how we can apply a theory into instructional practice. By translating how an academic and scholarly theory can connect to real-world situations, we can assess the benefits and drawbacks of the theory, and contribute additional knowledge and understandings to the theory with regard to the role of curriculum in education and society. This panel focuses on the examination of how historical contexts that shaped the development of deliberative, existential, and radical theories can be applied to addressing matters of inclusion, and exclusion, from STEM curriculum. Using Joseph Schwab’s (1978) Five Commonplaces as the framework for this research, we highlight how these traditions can be implemented in a theory to practice model to promote gender and racial representation and inclusivity in science curricula, as well as in real-world situations.
