Please add the dates below to your calendars and check back soon for more information.<\/strong><\/p>\n A feast to feed thousands: Asian American cultural wealth toward justice in math education<\/span><\/em><\/p>\n What would it be like to treat building racial justice in math educ<\/span>ation as if it could only be done with and by marginalized students and families? This question guides our current work with Black, Latine, and Asian American middle schoolers. Two emerging themes in our work have been Asian American and particularly Hmong invisibility, and Hmong and Asian American cultural wealth. In this talk, we will discuss how these themes are shaping our use of participatory design research and their implications for others\u2019 research and teaching.<\/span><\/p>\n Teacher Solidarity Co-Design for Transdisciplinary Professional Learning Over the last decade, the priorities for learning in science classes and in the professional education of teachers have undergone parallel shifts to prioritize the development of practices. Scholars have argued that the elevation of practices creates openings for advancing equity in science education. In contrast, some have argued that overemphasizing core practices in teacher education pushes issues of equity and justice to the margins. These tensions are elucidated through the work of a collective of high school science teachers, community organizers, youth, and university-based scientists and teacher educators. Within the context of this collective, this talk shares two studies that began with the broad question: what kind of professional learning supports in-service science teachers to facilitate classroom projects using Youth Participatory Science (YPS) to address environmental racism? The first study describes how teachers learned to consider critiques of the scientific enterprise while designing curriculum for YPS projects. Through teacher-solidarity co-design (Philip et al, 2022), the second study documents an expansive shift towards prioritizing historical context and argues for a redefinition of the relationships between educational research and teacher professional learning. The implications of this work include new models for co-constructing professional learning agendas with teachers and others involved in campaigns for educational justice.<\/p>\n\n
Fall 2023 Seminar Dates<\/h4>\n
August 25, 2023<\/h5>\n
Dr. Jasmine Ma<\/a>
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<\/a><\/h6>\nSeptember 22, 2023<\/strong><\/h5>\n
Dr. Nicole Louie\u00a0 & Chundou Her<\/a>
![\"\"](\"https:\/\/lab.dev.vanderbilt.edu\/stemedseminar\/wp-content\/uploads\/sites\/205\/2023\/09\/DTL-STEM-Ed.jpg\")
<\/span><\/a><\/h6>\nOctober 27, 2023<\/strong><\/h5>\n
Dr. Daniel Morales-Doyle<\/a><\/h6>\n
![\"\"](\"https:\/\/lab.dev.vanderbilt.edu\/stemedseminar\/wp-content\/uploads\/sites\/205\/2023\/10\/DTL-STEM-Ed-Oct-27.png\")
<\/em><\/p>\nNovember 17, 2023 <\/strong><\/h5>\n
Dr. Fikile Nxumalo, Associate Professor OISE<\/a><\/strong><\/h6>\n
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