EDEC 646: Sociocultural and Epistemic Understandings of Science
EDEC 647: Sociocultural and Epistemic Understandings of Mathematics
COMP 766: Sociocultural and Epistemic Understandings of Computer Science

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Readings & Schedule

At a Glance:
  1. Week 1: Intro epistemology (Kuhn, Lakatos, Laudan), and implications for teaching
  2. Week 2: What is race? Mismeasure of Man Part 1: history of scientific racism, and its modern-day forms
  3. Week 3: What is intelligence? Mismeasure of Man Part 2: history of intelligence testing, and modern-day abuses of statistics
  4. Week 4: What is knowledge? Situated knowledge and partial perspectives (Haraway), and its applications
  5. Week 5: What is research? (Guba & Lincoln) Issues in qualitative methods.
    (week 6 postponed due to snow storm; a make-up class will be scheduled in week 14*)
  6. Week 7: What is society? Major social theories and their implications for STEM education research.
  7. Week 8: What is gender? Major feminist/queer theories and their implications for STEM education research.
  8. Week 9: What is culture? Major culture theories (Swidler). Science/math/tech as culture (Latour, Wajcman).
  9. Week 10: What is learning? Learning theories, neuromyths, and the relationship between affect and cognition (e.g  math anxiety)
  10. Week 11: What is literacy? Theories of literacy. What do they mean for math/science/computational literacy?
  11. Week 12: What is disability? Introduction to critical disability studies
  12. Week 13: What is uncertainty? Introduction to queer theory
  13. Week 14*: Culturally Responsive Pedagogy

How to read the readings lists

Each week there will be 2-3 readings for EDEC 646, 2-3 readings for EDEC 647, and 2-4 readings for COMP 766. While the readings overlap, there will be differences. The columns on the left indicate what readings are expected for each section, and the intended order for them to be read in.

Yellow highlight means a student from that section will be presenting that paper to the class.


1. January 9, 2019: What is Science? Math? CS?

And why does asking this matter? Discussing the nature of science/math/CS, and how views thereof will affect teaching.

Readings:
Sci
 Math
 Comp
1
 1
 1
 Gholson, Barry, and Peter Barker. "Kuhn, Lakatos, and Laudan: Applications in the history of physics and psychology." American Psychologist 40, no. 7 (1985): 755.


2
 Tedre, Matti, and Erkki Sutinen. "Three traditions of computing: What educators should know." Computer Science Education 18, no. 3 (2008): 153-170.
2
 2
 3
 Student's choice of:
(kudos to Allison Gonsalves for the Brickhouse and Dossey articles --- Allison taught this course two years ago and I'll be using many of her readings over the term.)

Week-specific learning goals for students:
  1. Compare and contrast the theories of Kuhn, Lakatos and Laudan
  2. Compare and contrast Plato's and Aristotle's philosophies of science and math
  3. Identify the difference between normative and descriptive philosophies of science/math
  4. Discuss the relationship between a teacher's view of the nature of science/math/computing and how they teach this subject
  5. Identify the names of two of your peers whom you did not already know!
Learning goals for Elizabeth:
  1. Identify common student motivations to take the class
  2. Identify topics of interest to students, and ways to personalize the course to these interests
  3. Identify ways in which this course could benefit my students in their long-term goals
  4. Be able to match the names and faces of four students (whom I did not previously know)

In class:
  1. Syllabus overview: what is this class, introductions, land acknowledgment, safe space statement
  2. Worksheet 1: who are you?
  3. More syllabus information: Piazza, Academic integrity, food, perfume
  4. Class discussion: philosophers of science/math whom we already know (note: ensure we cover Plato & Aristotle)
  5. Discuss the readings
  6. Worksheet 2 activity
  7. Handin: Worksheets 1 and 2


2. January 16, 2019: History of Scientific Racism

The history of scientific racism, and how the use of numbers affects policy discussions. Content warning: a lot of historical racism; also sexism.

Readings:
Sci
 Math
 Comp
 Reading

1
Gould, Stephen Jay. The mismeasure of man. 1996. Chapter 0: Introduction to the Revised and Expanded Edition: Thoughts at Age Fifteen.

2
 1
 Gould, Stephen Jay. The mismeasure of man. 1996. Chapter 2: American Polygeny before Darwin: Blacks and Indians as Separate, Inferior Species.
Content warning: old school racism & sexism. Applies to all of Gould but especially Chapter 2.
1
 3
 2
 Gould, Stephen Jay. The mismeasure of man. 1996. Chapter 3: Measuring Heads: Paul Broca and the Heyday of Craniology.
Note: Gould unproblematically refers to Saartjie Baartman only as the "Hottentot Venus". It is worth noting she had a name, and you can learn about her history here.
2
3
 Gould, Stephen Jay. The mismeasure of man. 1996. Chapter 4: Measuring Bodies: Two Case Studies on the Apishness of Undesirables.
3

Sage Sociology podcast episode on “Genetics and the Sociology of Identity”. WAV file / transcript (pdf) / podcast website


4
 Zunger, Yonatan. Asking the Right Questions About AI. 2017.

Week-specific learning goals for students:
  1. Discuss why many marginalized groups view science and math as tools of oppression, and the implications for teaching.
  2. Apply Laudan/Lakatos to the history of scientific racism described in Ch 2-4. (Note: I am listing this a goal for practicing applying Laudan/Lakatos, rather than an exercise of "know your racists".)
  3. Identify parallels between the history of scientific racism and science/math/computing as they are practiced today.
  4. Justify the importance of learning statistics and research methods for identifying and debunking oppressive scientific practices.
  5. Section specific:
    1. [Sci Ed] Discuss the rise of household genetic testing in light of the history of scientific racism, and debate the use of household genetics in science education.
    2. [Math Ed] Discuss how The Bell Curve and modern racist arguments are nothing new, and their influence on modern math education.
    3. [COMP 766] Relate Zunger's article to the three chapters of Gould. (Some places to start: "The Gorilla Incident", and predictive policing.)
  6. Explain why race is socially constructed as opposed to biological essentialism
  7. Memorize two new name/face pairs of fellow students
Learning goals for Elizabeth:
  1. Co-construct the assessment for the course with the students
  2. Memorize four new name/face pairs

In class:


3. January 23, 2019: History and Political Applications of Statistics

How intelligence testing was developed and its role in institutionalizing racism & ableism. How the history of statistics is tied to the history of intelligence testing.

Readings:

Sci
 Math
 Comp
 Reading
 Presenter
1
 1
 1
 Gould, Stephen Jay. The mismeasure of man. 1996. Chapter 5: The Hereditarian Theory of IQ: An American Invention.
n/a

2
NPR news story (available both as audio/text) on the Pygmalion effect
 Anita
2
 3
 2
 Gould, Stephen Jay. The mismeasure of man. 1996. Chapter 6: The Real Error of Cyril Burt: Factor Analysis and the Reification of Intelligence. n/a
3
3
 Veritasium (youtube episode) on Ioannidis' "Why Most Published Research Findings Are False"
 Isabella


4
 Tian An Wong's blog post: How to Use Math For Evil Part II: Algorithms
(note: all four parts are relevant to this course!)
 Billy

Week-specific learning goals:
  1. List Binet's Three Principles for Using IQ Tests. Discuss Binet's motivations for developing the IQ test and his view of its limitations. (Gould Ch 6)
  2. Describe how Binet's tool for special education became a tool for institutionalized oppression. (Gould Ch 6)
  3. Explain what the hereditarian fallacy is, and why it is fallacious. (Gould Ch 6)
  4. Explain what the Pygmalion effect is in education. (NPR news story)
  5. Define reification and why the reification of intelligence made by Burt et al. was so troublesome. (Gould Ch 7)
  6. Explain correlation and factor analysis, and the limits thereof. (Gould Ch 7)
  7. Explain what the replication crisis is in modern psychology, and why Ioannidis argued that most published research findings are false. (Veritasium episode)
  8. List the three properties of a Weapon of Math Destruction. Explain how value added models (VAM) of teacher performance and rankings of universities are both Weapons of Math Destruction. (Wong blog post)
  9. List some best practices for quantitative research

Elizabeth Learning Goals:
  1. Identify what students are doing their research on and how to make the class useful to this
  2. Identify readings for week 5 and beyond that would be relevant to the class
  3. Identify how much students already know about research methods, particularly quantitative ones
  4. Learn more names! Goal: have all names down for next class.

In class:


4. January 30, 2019

Due: Milestone 1 (topic proposal)

What is situatedness? Knowledge as situated. Feminist epistemology of science/math. More on the replication crisis. Situated learning and situated cognition. "Blindness" in knowledge-seeking.

Sci
 Math
 Comp
 Reading
 Presenter
1
 1
 1
 Summary of the back-and-forth between Sandra Harding and Donna Haraway
note about Harding: feminist empiricism and feminist standpoint epistemology are examples of what Harding called "successor science" projects: they maintain the aims of modern science --- this is worth noting when reading the Haraway article below
 n/a
2
 2
 2
 Haraway, Donna. "Situated knowledges: The science question in feminism and the privilege of partial perspective." Feminist studies 14, no. 3 (1988): 575-599. n/a

3
Luna, Laura, Consuelo Telechea, and Natalia Caniguan. "Mapuche education and situated learning in a community school in Chile." Intercultural Education 29, no. 2 (2018): 203-217.
 Nadine
3
3
 Allen Downey's talk on Learning to Love Bayesian Statistics Stéphanie


4
 Suchman, Lucy. "Working relations of technology production and use." Computer Supported Cooperative Work 2, no. 1-2 (1993): 21-39. Jess



Optional:
 		n/a


Week-specific learning goals for students:
  1. compare and contrast Harding and Haraway’s feminist analyses of objectivity
  2. explain Haraway’s notions of situated knowledges and partial perspectives
  3. relate Haraway to Gould
  4. relate Haraway to Kuhn, Lakatos and Laudan
  5. explain what situated learning theory is and what it entails for teaching
  6. discuss the relationship between Mapuche Indigenous knowledge and situated knowledge
  7. relate Bayesian statistics to Haraway, and to the Veritasium episode from last week
  8. relate MacCoun & Perlmutter to Haraway, and to Ioannidis (from the Veritasium episode)
  9. relate Suchman and Haraway

Elizabeth learning goals:

  1. Have all the names down :)
  2. Assess the Milestone 1s and develop Milestone 2 responsively
In class:
  1. Slides on context of Haraway
  2. Worksheet 1
  3. Worksheet 2
  4. Peer feedback on Milestone 1


5. February 6, 2019

What is research? Issues facing qualitative research.

Sci
 Math
 Comp
 Reading
 Presenter
1
 1
 1
 Guba, Egon G., and Yvonna S. Lincoln. "Competing paradigms in qualitative research." Handbook of qualitative research 2, no. 163-194 (1994): 105.
Note: the "constructivism" in here is not the same constructivism as the educational theory that learning should build on previous knowledge. The research paradigm known as "constructivism" is also known as interpretivism so I will call it that to differentiate it from the learning theory.
 n/a

2
 2
 Two news articles on the problems with “On the Run”. One by the New York Times, the other by the Chronicle of Higher Education. Jessica
2
3
 Polit, Denise F., and Cheryl Tatano Beck. "Generalization in quantitative and qualitative research: Myths and strategies." International journal of nursing studies 47, no. 11 (2010): 1451-1458.
 Nelo


4
 Carlson, Julie A. "Avoiding traps in member checking." The qualitative report 15, no. 5 (2010): 1102-1113.
 Akshay



These three articles we will skim together in class, as a class activity. You do not need to read them in advance.
 n/a

Week-specific learning goals:
  1. compare and contrast positivism, postpositivism, critical theory, and interpretivism [Guba and Lincoln]
  2. discuss ethical issues in ethnographic research [two articles on On the Run]
  3. identify the research tradition used by Alice Goffman [two articles on On the Run]
  4. list and differentiate different forms of generalization [Polit and Beck]
  5. describe what member checking is [Carlson]
  6. define "thick description" and give an example
  7. define triangulation, and relate it to Haraway [Carlson]
  8. define reflexivity, and relate it to Haraway [Carlson]
  9. enumerate some best practices for qualitative researchers
  10. identify the research paradigms of Gayford, Cumming-Potvin, and Summers & Childs
  11. differentiate "method" and "methodology"

In class:


6. February 13, 2019

Due: annotated bibliography for course paper.

Class canceled due to snow storm! See Piazza for make-up information.


7. February 20, 2019

What is society? Major types of social theories. We'll focus on one particular social theory called closure theory.

Sci
 Math
 Comp
 Reading
 Presenter
1 1 1 Willis, Karen, Jeanne Daly, Michelle Kealy, Rhonda Small, Glenda Koutroulis, Julie Green, Lisa Gibbs, and Samantha Thomas. "The essential role of social theory in qualitative public health research." Australian and New Zealand Journal of Public Health 31, no. 5 (2007): 438-443.
 n/a

2
Glover J. (2000) Exclusions: American Women of Science. In: Campling J. (eds) Women and Scientific Employment. Palgrave Macmillan, London.
note: I've linked to a pdf of the whole book. You only need to read the chapter! :) But the whole book may be of interest to many of you.
 Kelly
2
2
 Gieryn, Thomas F. "Boundary-work and the demarcation of science from non-science: Strains and interests in professional ideologies of scientists." American sociological review (1983): 781-795. Harini


3
 Tijdens, K. "Gender segregation in the IT occupations." Grundy, AF Women, Work, and Computerization. Berlin, Heidelberg, New York: Springer (1997): 449-462. Lis


4
 Cukier, Wendy, Margaret Yap, Mark Holmes, and Sara Rodrigues. "Diversity and the skills shortage in the Canadian information and communications technology sector: A critical interrogation of discourse." I-PROF 2009 (2009): 1-11. Horatiu



optional:
Lamont, Michèle, and Virág Molnár. "The study of boundaries in the social sciences." Annual review of sociology 28, no. 1 (2002): 167-195.		 n/a

Week-specific learning goals for students
  1. Compare and contrast conflict theory, structural functionalism, symbolic interactionism, and postmodernism (termed "sociology of knowledge" in Willis et al) [Willis et al]
  2. Define and give examples of exclusionary closure, demarcationary closure, usurpationary closure, and dual closure [Glover]
  3. Compare and contrast different solutions to the Boundary Problem [Gieryn]
  4. Analyze how the boundaries of computing/technology were constructed in the ATAOP programme and in the Dutch IT occupations [Cukier, Tijdens]
  5. Relate Glover, Tijdens, and Cukier
  6. Discuss how closure theory explains the gendering of science, math, and IT [Glover, Cukier, Tijdens]

In class:


8. February 27, 2019

Due: Outline of course paper.

What is feminism/gender? How does this affect our understanding of STEM, and STEM education?

Sci
 Math
 Comp
 Reading
 Presenter
1
 1
 1
 Bucholtz, Mary. "The feminist foundations of language, gender, and sexuality research." The handbook of language, gender, and sexuality (2014): 23-47.
 n/a
2

Brotman, Jennie S., and Felicia M. Moore. "Girls and science: A review of four themes in the science education literature." Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching 45, no. 9 (2008): 971-1002.
 Rebeca

2
Gutiérrez, Rochelle. "The sociopolitical turn in mathematics education." Journal for Research in Mathematics Education 44, no. 1 (2013): 37-68.
 Phil


2
 Wajcman, Judy. "Feminist theories of technology." Cambridge journal of economics 34, no. 1 (2010): 143-152.
 Michael


3
 Landström, Catharina. "Queering feminist technology studies." Feminist Theory 8, no. 1 (2007): 7-26.
 Michael
(kudos to Allison Gonsalves for the Gutierrez article)

Learning goals for students
  1. Compare and contrast liberal, cultural, radical, material/Marxist/socialist, critical race, queer, and poststructuralist feminisms [Bucholtz]
  2. Relate the different feminisms to the different social theories in Willis et al
  3. Compare and contrast the four themes identified in Brotman and Moore for studying girls and science [Brotman & Moore]
  4. Relate the four themes the social & feminist theories we have discussed
  5. Explain what the "deficit model" is with respect to girls in science [Brotman & Moore]
  6. Explain what the sociopolitical turn is in mathematical education [Gutiérrez]
  7. Discuss the implications that conflict/critical theory and poststructuralism each have for math education [Gutiérrez]
  8. Discuss how "identity", "power", and "equity" are words that need to be defined when used in a research setting [Gutiérrez]
  9. Compare and contrast liberal, radical, socialist, and postmodern feminist theories of technology [Wajcman] and queer theories of technology [Landström]
  10. Explain how gender can be embedded in technology [Wajcman]
  11. Compare and contrast Wajcman and Landström

In class:


March 6, 2019

No class. March break!



9. March 13, 2019

Due: Milestone 4

What is culture? Science As Culture. Introduction to culture theory. Ethnography of science (Latour). Masculinity contest cultures in STEM and STEM classrooms.

Sci
 Math
 Comp
 Reading
 Presenter
1
1
 New York Times: Bruno Latour, the Post-Truth Philosopher, Mounts a Defense of Science. 2018. Isabella
2
 1
 2
 Swidler, Ann. "Culture in action: Symbols and strategies." American sociological review (1986): 273-286.
 n/a


3
 Berdahl, Jennifer L., Marianne Cooper, Peter Glick, Robert W. Livingston, and Joan C. Williams. "Work as a masculinity contest." Journal of Social Issues 74, no. 3 (2018): 422-448.

2
Carlone, Heidi B. "The cultural production of science in reform‐based physics: Girls' access, participation, and resistance." Journal of Research in Science Teaching 41, no. 4 (2004): 392-414.



Optional: Carlone, Heidi, and Angela Johnson. "Unpacking ‘culture’ in cultural studies of science education: Cultural difference versus cultural production." Ethnography and Education 7, no. 2 (2012): 151-173. (bonus points for presenting)
(kudos to James Iveniuk for the Swidler article, and to Allison Gonsalves for the Carlone articles)

Learning goals:
  1. compare and contrast the different major theories of culture [Swidler]
  2. compare and contrast Swidler's settled/unsettled lives with Kuhn's view of revolutionary science [Swidler]
  3. identify which theory of culture is the basis for each of Berdahl, Carlone, and Latour
  4. explain how actor-network theory was a departure from traditional philosophy of science [Latour]
  5. describe the main contributions of Laboratory Life [Latour]
  6. explain how masculinity contest cultures are about more than just gender (e.g. race, disability, queerness) [Berdahl]
  7. how do MCCs manifest in sci/math/comp teaching?
  8. how to MCCs manifest in science/math/compsci research?
In class:



10. March 20, 2019

What is learning? Learning theories and theories of instruction. Neuromyths. Particular focus on affect in learning (math anxiety.)

Sci
 Math
 Comp
 Reading
 Presenter
1
 1
 1
 Illeris, Knud. "An overview of the history of learning theory." European Journal of Education 53, no. 1 (2018): 86-101.
 n/a
2
 2
 2
 Reread the Gholson & Barker paper from week 1, specifically for the parts on the history of learning theory
 n/a
3

Dekker, Sanne, Nikki C. Lee, Paul Howard-Jones, and Jelle Jolles. "Neuromyths in education: Prevalence and predictors of misconceptions among teachers." Frontiers in psychology 3 (2012): 429. Stephanie


3
 Pashler, Harold, Mark McDaniel, Doug Rohrer, and Robert Bjork. "Learning styles: Concepts and evidence." Psychological science in the public interest 9, no. 3 (2008): 105-119.
 Jess

3
Social Science Bites podcast: Jo Boaler on Fear of Mathematics
 Rajneet


4
 Ashcraft, Mark H., and Elizabeth P. Kirk. "The relationships among working memory, math anxiety, and performance." Journal of experimental psychology: General 130, no. 2 (2001): 224. Akshay



Optional: Connor, David J., and Jan W. Valle. "A socio-cultural reframing of science and dis/ability in education: Past problems, current concerns, and future possibilities." Cultural Studies of Science Education 10, no. 4 (2015): 1103-1122 Michael

LG: draw out the research traditions used for studying learning [Illeris]
LG: describe why learning theory moved away from behaviourism [Illeris]
LG: explain why "learning styles" are a neuromyth [Pashler]
LG: list common neuromyths in STEM education
LG: relate learning theories to the social theories we discussed last week [Illeris]
LG: explain why there is no such thing as a "maths brain" [Boaler]
LG: discuss the effect that math anxiety has on learning [Boaler, Ashcraft]
LG: discuss the effect of timing/pacing and math learning [Boaler]
LG: explain why finger perception is important for math learning [Boaler]
LG: discuss the relationship between affect and cognition [Ashcraft]
LG: explain Dweck's theory of "growth mindset" vs "fixed mindset" [Boaler]
LG: discuss the effects and causes of neuromyths in education [Dekker]
LG: identify the research traditions present in Ashcraft & Kirk, Dekker et al., Boaler, and Pashler et al.
LG: discuss the relationship between pseudoscience and disability education


In class:



11. March 27, 2019

Due: Milestone 5

What is literacy? How is that tied to different theories about learning & instruction? Math literacy, science literacy, informational literacy, computational thinking.

Sci
 Math
 Comp
 Reading
 Presenter
1
 1
 1
 Scribner, Sylvia. "Literacy in three metaphors." American journal of education 93, no. 1 (1984): 6-21.
 n/a

2
Barton, Angela Calabrese, and Edna Tan. "Funds of knowledge and discourses and hybrid space." Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching 46, no. 1 (2009): 50-73.
 Jessica
2

Lemke, Jay L. "Articulating communities: Sociocultural perspectives on science education." Journal of research in science teaching 38, no. 3 (2001): 296-316. Nelo


2
 Kapitzke, Cushla. "Information literacy: A review and poststructural critique." Australian Journal of Language and Literacy 26, no. 1 (2003): 53-66.
 Michael


3
 Annette Vee's "Coding Literacy" pages 48 to 64 (you don't have to read the whole chapter)
 Lis



DeBoer, George E. "Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform." Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching 37, no. 6 (2000): 582-601.
 (optional, for bonus marks)
(kudos to Allison Gonsalves for the Barton & Tan and Lemke papers; kudos to Mark Guzdial for the Vee reading)

LG: list the three metaphors for understanding literacy per Scribner, and what their implications are for math/science/computational literacy [Scribner]
LG: identify Barton and Tan's understanding of literacy [Barton]
LG: identify Lemke's understanding of literacy [Lemke]
LG: what research traditions is Lemke discussing in his paper? How does Lemke fit in them? [Lemke]
LG: discuss the role of informal learning and hybrid spaces in fostering literacies [Barton]
LG: what research traditions are Barton and Tan discussing in their paper? How do they fit in them? [Barton]
LG: describe the role of politics and gender in establishing the term "information literacy" [Kapitzke]
LG: what research traditions are discussed in Kapitzke's paper? How does she fit in them? [Kapitzke]
LG: describe how the notion of "literacy" has changed historically [Vee]
LG: relate different understandings of literacy to different understandings of learning

In class:


12. April 3, 2019

Introduction to critical disability studies.

Sci
 Math
 Comp
 Reading
 Presenter
1
 1
 1
 Stella Young’s “I’m not your inspiration, thank you very much.” (~10 min video)
 n/a
2
 2
 2
 This short, open letter by Anderson et al about BLM is incomplete without disability solidarity.
n/a

3
Erevelles, Nirmala, and Andrea Minear. "Unspeakable offenses: Untangling race and disability in discourses of intersectionality." Journal of Literary & Cultural Disability Studies 4, no. 2 (2010): 127-145.
 Kelly and Anita?
3

Ferri, Beth A., and David J. Connor. "Tools of exclusion: Race, disability, and (re) segregated education." Teachers College Record 107, no. 3 (2005): 453-474.
Please note: "special education" and "special needs" are offensive terms that are used unproblematically in the article.
 Harini


3
 99% Invisible podcast episode "Curb Cuts" on the history of universal design
 Billy


4
 Chapter 2 of Wendell, Susan. The rejected body: Feminist philosophical reflections on disability. Routledge, 2013. (For interested students, I've linked to a pdf of the whole book because it's just so good.)
 Jess



Optional: Gernsbacher, Morton Ann, Adam R. Raimond, M. Theresa Balinghasay, and Jilana S. Boston. "“Special needs” is an ineffective euphemism." Cognitive research: principles and implications 1, no. 1 (2016): 29.



Optional: Annamma, Subini Ancy, David Connor, and Beth Ferri. "Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability." Race Ethnicity and Education 16, no. 1 (2013): 1-31.
(kudos to Stephanie Tomasky for suggesting the Erevelles & Minar and Ferri & Connor articles)

LG: define “inspiration porn” [Young]
LG: explain what the social model of disability is, and contrast it with the medical & deficit models [Young]
LG: analyze how people with disabilities are objectified by the education system [Young]
LG: critique how when disability is presented in educational contexts [Young]
LG: explain how being a black disabled person is more than just being black and disabled [Anderson et al, Erevelles, Ferri]
LG: discuss how disability intersects with race [Anderson et al, Ervelles, Ferri]
LG: critique modern approaches to disability education [Ferri]
LG: explain how disability is socially constructed [Wendell]
LG: discuss how disability intersects with gender [Wendell]
LG: explain why "special needs" and "special education" are seen as offensive to many disability advocates [Gernsbacher]
LG: give examples of how universal design can be used for disability education
LG: discuss the relationship between technology and disability rights [99PI]

In class:


13. April 10, 2019

Due: Milestone 6

Queerness and uncertainty!

Sci
 Math
 Comp
 Reading
 Presenter
1
 1
 1
 Rands, Kathleen. "Mathematical Inqu [ee] ry: beyond ‘Add-Queers-and-Stir’elementary mathematics education." Sex Education 9, no. 2 (2009): 181-191. n/a

2
Lampert, Magdalene. "When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching." American educational research journal 27, no. 1 (1990): 29-63. Rajneet
2

Román, Diego, and K. C. Busch. "Textbooks of doubt: using systemic functional analysis to explore the framing of climate change in middle-school science textbooks." Environmental Education Research 22, no. 8 (2016): 1158-1180.
 Rebeca


2
 Barwell, Richard. "The mathematical formatting of climate change: critical mathematics education and post-normal science." Research in Mathematics Education 15, no. 1 (2013): 1-16. Akshay


3
 Introduction (p. 1-37) of Barad, Karen. Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke university Press, 2007. Michael
(kudos to Jess Tran for suggesting the first chapter of Barad.)

LG: explain why "add queers and stir" is not sufficient for making STEM education inclusive to queer students
LG: explain what it means to queer
LG: discuss the relationship between queer theory and scientific uncertainty
LG: explain how Heisenberg, Wittgenstein & Godel's findings contributed to a shift toward postmodernism in science
LG: discuss the role of scientific uncertainty in contributing to public doubt about climate science
LG: define "post-normal science"
LG: debate the need for "the right answer" in math education

In class:


14. April 17, 2019

Make up class to be scheduled due to the snow storm in week 6. Note time: 4-7PM. Room: McConnell 321.

Culturally Responsive Pedagogy.

Sci
 Math
 Comp
 Reading
 Presenter
1
 1
 1
 Ladson‐Billings, Gloria. "But that's just good teaching! The case for culturally relevant pedagogy." Theory into practice 34, no. 3 (1995): 159-165. n/a


2
 Borden, Lisa Lunney. "What’s the word for…? Is there a word for…? How understanding Mi’kmaw language can help support Mi’kmaw learners in mathematics." Mathematics Education Research Journal 25, no. 1 (2013): 5-22.
Lis

2
Gutstein, Eric, Pauline Lipman, Patricia Hernandez, and Rebeca de los Reyes. "Culturally relevant mathematics teaching in a Mexican American context." Journal for Research in Mathematics Education (1997): 709-737.
Phil
2

Seiler, Gale, and Allison Gonsalves. "Student-powered science: Science education for and by African American students." Equity & Excellence in Education 43, no. 1 (2010): 88-104. Harini


3
 Nathan, Lisa P., Kaczmarek, Michelle, castor, maggie, Cheng, Shannon and Raquel Mann. "Good for whom? Unsettling research practice." In Proceedings of the 8th International Conference on Communities and Technologies, p. 290-297. ACM 2017.
Michael



Na'ilah Suad Nasir, and Maxine McKinney de Royston. "Power, identity, and mathematical practices outside and inside school." Journal for Research in Mathematics Education 44, no. 1 (2013): 264-287. (optional, for bonus marks)



Connor, David J., and Jan W. Valle. "A socio-cultural reframing of science and dis/ability in education: Past problems, current concerns, and future possibilities." Cultural Studies of Science Education 10, no. 4 (2015): 1103-1122.
 (optional, for bonus marks)
(kudos to Allison Gonsalves for all of the articles above other than the Nathan article; kudos to Horatiu Halmaghi for the Nathan article!)

LG: identify the research tradition(s) that culturally relevant/responsive pedagogy is part of
LG: identify the research tradition(s) of each of the papers for this week
LG: discuss the relationship between unsettling research practices and culturally relevant pedagogy
LG: discuss the role of language in STEM education
LG: motivate the need for culturally relevant/responsive given the historical context of racism outlined by Gould

In class: