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…

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…

Justice-oriented teaching must address how classroom-based disciplinary learning is shaped by interactions among local practice "and" systems of privilege and oppression. Our work advances current scholarship on high-leverage practices [HLPs] by emphasizing the need for teaching practices that restructure power relations in classrooms…