1. Edna Tan
  2. Associate Professor
  4. University of North Carolina at Greensboro
  1. Angela Calabrese Barton
  2. http://invincibility.us
  3. Professor
  5. Michigan State University

Equitably-Consequential Making among Youth from Historically Marginalized Com...

NSF Awards: 1712834

2018 (see original presentation & discussion)

Grades 6-8, Grades 9-12

Our video showcases how, through engaging historically marginalized youth in community ethnography as part of their making process, youth engaged in sustained STEM-rich making towards making a difference in their communities. In the video we take up two questions: 

1) What is community ethnography as pedagogy and what roles does it play in supporting youth in the co-construction of new making practices and positions? 2) How does community ethnography support making space educators and researchers in learning more about youth concerns and desires for making and the cultural practices they bring to making?

We illustrate how we sought to help position youth as insider experts, with access to and who are co-owners of collective community wisdom for not only framing making, but also for potentially disrupting the systems of inequalities they experience. Community ethnography as pedagogy can also broaden who stakeholders are in their making process.

Taking a critical justice view of equity and paying attention to intersectionality of youths' identities, we suggest that community ethnography as pedagogy supports youth-making in equitable and consequential ways. We found that engaging youth in community ethnography (through teaching youth how to create surveys and conduct interviews with community members to collectively figure out what kinds of innovations may help the community) was especially empowering. 

Specifically, youth author their own opportunities in engage in STEM-rich making by identifying issues from their different vantage points salient to them, and how they wish to address these problems in ways that felt safe and productive.

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