Chapter 9 The Greening of STEM

Teaching Mathematics Pedagogy within an Ecojustice Framework

In: Ecocritical Perspectives in Teacher Education
Authors:
Nataly Chesky
Search for other papers by Nataly Chesky in
Current site
Google Scholar
PubMed
Close
and
Mark Wolfmeyer
Search for other papers by Mark Wolfmeyer in
Current site
Google Scholar
PubMed
Close

Purchase instant access (PDF download and unlimited online access):

$40.00

Abstract

Science, technology, engineering, and mathematics (STEM) education is primarily linked to “vital preparation for today’s high-tech information economy” (Drew, 2011, p. 1) and has become a priority in education worldwide. The omnipotence of STEM discourses have inundated teacher education practices, challenging educators to creatively (re)imagine possibilities for addressing our planet’s critical issues of ecological and social crisis. To better address the complexities of STEM education policy and how it can be articulated through teacher education, this paper highlights how STEM teachers experience and learn about ecojustice education—its theoretical perspective, curricula goals, and implementation challenges in their methods coursework. Specifically, the authors show how STEM teachers can create lesson planning assignments through an ecojustice framework while still serving STEM educational goals.

  • Collapse
  • Expand