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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”

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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?

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References

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Authors and Affiliations

  1. Department of Mathematics, The University of Arizona, 617 N. Santa Rita, Tucson, AZ, 85721, USA

    Marta Civil

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  1. Marta Civil
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Correspondence to Marta Civil.

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L.D. Dierking and J.H. Falk, Editors for Special Issue, 2020 Vision: Envisioning A New Generation of STEM Learning Research

This is a response to J. Rahm “Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: New imaginaries for research and action”

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Civil, M. 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” . Cult Stud of Sci Educ 11, 77–80 (2016). https://doi.org/10.1007/s11422-014-9647-3

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  • DOI: https://doi.org/10.1007/s11422-014-9647-3

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