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”
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?
Keywords
Immigration In-school and out-of-school learning STEM practices Valorization of knowledgeReferences
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