While issues of (in)justice in K12 STEM learning have garnered increasing attention, limited research has attended to learning as "social-spatial transformation." We draw upon a justice-oriented framework of equitably consequential learning to call attention to how learning and engagement in K12 STEM is rooted in the history and…

This study investigates how recently resettled refugee youth took up STEM-rich making experiences at an after-school community club in relation to negotiating their resettlement process. Using critical participatory ethnography grounded in sustained engagement with and in community, authors 1 and 2 worked with refugee youth through sustained…

Background: This paper explores traditional iterations of, and new challenges to, the tightly linked discourses of entrepreneurship and innovation within the maker movement. Methods: In a yearlong critical ethnographic study with 12 youth makers, we investigated how youth engaged with and redefined entrepreneurialism through their identity work as…

Current discourses of equity in teaching and learning are framed around calls for inclusion, grounded in the extension of a set of static rights for high-quality learning opportunities for all students. This essay presents a rightful presence framework to guide the study of teaching and learning in justice-oriented ways. This framework highlights…

Opportunities to learn in consequential ways are shaped by the historicized injustices students encounter in relation to participation in STEM and schooling. In this article, it is argued that the construct of rightful presence, and the coconstructed "making present" practices that give rise to moments of rightful presence, is 1 way to…

In recent years, Maker-centered learning has emerged in schools and other spaces as a promising new phase of STEM education reform. With a sharp focus on equity, the authors investigate community-based STEM Making programs to determine whether, and how, they can address the educational needs of youth of color. They explore what it means for youth…

We investigated how community ethnography as a pedagogy approach to STEM-rich making supported youth makers from two low-income urban communities engaged in sustained STEM-rich making towards making a difference in their communities. Data is drawn from two-year long ethnographic data across two community-based, youth making programs. We highlight…

This metalogue addresses the ways Sreyashi Jhumki Basu mediated our practices in science education and life. We focus on Basu's uses of critical science agency, democratic science classrooms, and critical feminist ethnography to transform the possibilities for all participants in her research and educational practices. We also examine her use of…