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Special Issue inviting submissions on Humanizing STEM

  • 1.  Special Issue inviting submissions on Humanizing STEM

    Posted 09-30-2022 09:46 AM
    HI all,
    A colleague of mine, Bryan Dewsbury, asked me to forward this call to the mathematics community, since they are underrepresented in some of the broader STEM ed research community discourse on equity inclusion.  Please note that due to open access nature of the journal, the authoring fees are significant. However, this would reach a broad community.

    If you are interested in contributing such pieces, but cannot afford the publishing fee, consider submitting to PRIMUS, which has no fee, though it is not open access. There is not a particular special issue call open at the moment, but manuscripts like these are welcome at any time.
    Salud,
    Carrie

    Call for papers to our article collection, "Centering Humanism in STEM Education"

    Manuscript submission is now open for a new article collection we are editing titled, "Centering Humanism in STEM Education." We welcome a submission from you for consideration in this collection - if you would like to contribute, you can register your interest in the link below.

    Purpose of the collection: Research demonstrates that STEM disciplines perpetuate a history of exclusion, particularly for students with marginalized identities. Institutions' repeated failures to disrupt systemic oppression in STEM has led to a mostly white, cisgender, and male scientific workforce. Education holds one pathway to disrupt systemic linkages of STEM oppression from society to the classroom. We must create a STEM environment in which students with marginalized identities feel respected, listened to, and valued. We must assist students in understanding how their positionality, privilege, and power both historically and currently impacts their meaning making and understanding of STEM.

    Our working definition of humanism includes a renewed focus on student learning combined with attention to where and how we situate scientific knowledge. Humanistic classrooms ask us to consider not only students' experiences and what they bring to the learning process; it also includes how the instructor's values, dispositions, and positionality shape learning. The current ways we practice science and scientific teaching poses potential risks of perpetuating harmful ideologies and practices that exclude a spectrum of identities, viewpoints, and values. Centering humanism in STEM education calls for a refusal of the notion that science exists outside of social contexts. Thus, how do we transform our classrooms to harness inquiry, critical wonder, empathy, and justice to broaden pathways to future research and collaborations?

    We welcome contributions ranging from classroom studies to longitudinal efforts to infuse humanism in STEM pedagogical praxis. We are interested in manuscripts that promote an emphasis on interrogating systems of science, student learning, and the role humanism can play in dismantling historic methods of marginalization in STEM education.

    All research will be published Open Access. We additionally aim to put together a free eBook of all published manuscripts to provide an up-to-date and comprehensive overview of the latest research developments in the field.

    You can learn more about the collection here: http://fron.tiers.in/rt/42330

    The deadline for manuscript submissions is 30th November 2022 but we can accommodate extensions on a case-by-case basis.

    This is in collaboration with Frontiers in Education.

    Please note that publishing fees are applied to accepted articles, but the team at Frontiers is happy to advise you in this regard. You can reach out to our dedicated point of contact at Frontiers, Ryan Keeling, at education.submissions@frontiersin.org if you have any questions.

    On behalf of the editorial team: 

    Bryan Dewsbury - Florida International University

    Susannah McGowan - Georgetown University

    Sheila Jaswal - Amherst College

    Desiree Forsythe - Chapman University



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    Carrie Diaz Eaton
    Bates College
    Chair, Committee for Minority Participation in Mathematics
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