About this ebook
STEM of Desire: Queer Theories and Science Education locates, creates, and investigates intersections of science, technology, engineering, and mathematics (STEM) education and queer theorizing. Manifold desires—personal, political, cultural—produce and animate STEM education. Queer theories instigate and explore (im)possibilities for knowing and being through desires normal and strange. The provocative original manuscripts in this collection draw on queer theories and allied perspectives to trace entanglements of STEM education, sex, sexuality, gender, and desire and to advance constructive critique, creative world-making, and (com)passionate advocacy. Not just another call for inclusion, this volume turns to what and how STEM education and diverse, desiring subjects might be(come) in relation to each other and the world.
STEM of Desire is the first book-length project on queering STEM education. Eighteen chapters and two poems by 27 contributors consider STEM education in schools and universities, museums and other informal learning environments, and everyday life. Subject areas include physical and life sciences, engineering, mathematics, nursing and medicine, environmental education, early childhood education, teacher education, and education standards. These queering orientations to theory, research, and practice will interest STEM teacher educators, teachers and professors, undergraduate and graduate students, scholars, policy makers, and academic libraries.
Contributors are: Jesse Bazzul, Charlotte Boulay, Francis S. Broadway, Erin A. Cech, Steve Fifield, blake m. r. flessas, Andrew Gilbert, Helene Götschel, Emily M. Gray, Kristin L. Gunckel, Joe E. Heimlich, Tommye Hutson, Kathryn L. Kirchgasler, Michelle L. Knaier, Sheri Leafgren, Will Letts, Anna MacDermut, Michael J. Reiss, Donna M. Riley, Cecilia Rodéhn, Scott Sander, Nicholas Santavicca, James Sheldon, Amy E. Slaton, Stephen Witzig, Timothy D. Zimmerman, and Adrian Zongrone.
STEM of Desire is the first book-length project on queering STEM education. Eighteen chapters and two poems by 27 contributors consider STEM education in schools and universities, museums and other informal learning environments, and everyday life. Subject areas include physical and life sciences, engineering, mathematics, nursing and medicine, environmental education, early childhood education, teacher education, and education standards. These queering orientations to theory, research, and practice will interest STEM teacher educators, teachers and professors, undergraduate and graduate students, scholars, policy makers, and academic libraries.
Contributors are: Jesse Bazzul, Charlotte Boulay, Francis S. Broadway, Erin A. Cech, Steve Fifield, blake m. r. flessas, Andrew Gilbert, Helene Götschel, Emily M. Gray, Kristin L. Gunckel, Joe E. Heimlich, Tommye Hutson, Kathryn L. Kirchgasler, Michelle L. Knaier, Sheri Leafgren, Will Letts, Anna MacDermut, Michael J. Reiss, Donna M. Riley, Cecilia Rodéhn, Scott Sander, Nicholas Santavicca, James Sheldon, Amy E. Slaton, Stephen Witzig, Timothy D. Zimmerman, and Adrian Zongrone.
STEM of Desire: Queer Theories and Science Education locates, creates, and investigates intersections of science, technology, engineering, and mathematics (STEM) education and queer theorizing. Manifold desires—personal, political, cultural—produce and animate STEM education. Queer theories insti...
About the author
Will Letts, PhD (2005), University of Delaware, is associate dean academic in the Faculty of Arts and Education, Charles Sturt University, Australia. His research interests include the cultural studies of science (education), especially with respect to sex, gender, and sexuality.
Steve Fifield, PhD (1999), University of Minnesota, is an affiliated assistant professor in the School of Education at the University of Delaware. He has worked in universities, schools, and museums and is interested in entanglements of self and science education.
Steve Fifield, PhD (1999), University of Minnesota, is an affiliated assistant professor in the School of Education at the University of Delaware. He has worked in universities, schools, and museums and is interested in entanglements of self and science education.
Will Letts, PhD (2005), University of Delaware, is associate dean academic in the Faculty of Arts and Education, Charles Sturt University, Australia. His research interests include the cultural studies of science (education), especially with respect to sex, gender, and sexuality.
Steve Fifield, ...
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