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…

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…

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…