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”

Marta Civil

doi:10.1007/s11422-014-9647-3

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 journal › Article › peer-review

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 language	English (US)
Pages (from-to)	77-80
Number of pages	4
Journal	Cultural Studies of Science Education
Volume	11
Issue number	1
DOIs	https://doi.org/10.1007/s11422-014-9647-3
State	Published - Mar 1 2016
Externally published	Yes

Keywords

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

ASJC Scopus subject areas

Cultural Studies

Access to Document

10.1007/s11422-014-9647-3

Cite this

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