‘It really has made me think’: Exploring how informal STEM learning practitioners developed critical reflective practice for social justice using the <i>Equity Compass</i> tool

نویسندگان

چکیده

Critical reflective practice is a foundation of socially just pedagogy. This paper focuses on the informal STEM (science, technology, engineering, and maths) learning sector, where there an acute shortage support for critical despite long-standing, entrenched issues inequity. We analyse how practitioners used new tool, Equity Compass, co-developed by researchers through five-year partnership. report multimodal qualitative data (interviews, ethnographic observations, group discussions, partner site visits, workshops) from 12 in four settings UK: community zoo, regional science centre, digital arts centre initiative supporting girls non-binary young people into STEM. discuss using Compass: (i) increased deepened practitioners’ knowledge understanding equity issues; (ii) supported personal institutional reflection, helping move beyond ‘gut instinct’ to interrogate their own positionality, ask questions, critically evaluate effectiveness attempts at inclusive practice; (iii) fostered more intentional equitable planning practice, such as participatory approaches that shared authority with learners introduced forms representation. conclude discussing challenges, limitations, implications among educators.

برای دانلود باید عضویت طلایی داشته باشید

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

منابع مشابه

Reflective Practice: How the World Bank Explored Its Own Biases?

While many international organisations have independent evaluations, including the International Monetary Fund (IMF) and World Health organization (WHO), uniquely the World Bank in its 2015 World Development Report sought to ascertain the potential biases that influence how its staff interpret evidence and influence policy. Here, we describe the World Bank’s study design, including experiments ...

متن کامل

Reflective practice: a learning tool for student nurses.

Reflection is a vital skill in contemporary nursing with student nurses expected to engage in reflective learning from the very beginning of the nurse educational programme. This article demonstrates the meaningful learning that resulted as a consequence of using critical reflection on practice. Gibbs' (1988) cycle aided the process highlighting the practical application of this cyclical framew...

متن کامل

Reflective narrative: a tool for learning through practice.

Reflection has recently gained increased recognition for its potential to facilitate learning. New insights gained through reflection enable the nurse to respond to clinical situations from a changed perspective. Skill, however, is required in learning to reflect. In this article, the author provides a systematic approach for staff development specialists to use to assist staff in reflecting on...

متن کامل

TEACHERS AS REFLECTIVE PRACTITIONERS: A SURVEY ON IRANIAN ENGLISH TEACHERS’ REFLECTIVE PRACTICE

Reflective teaching, which has gained the status of an integral element of teacher pedagogy, is still an elusive concept, probably because it is merely attainable when teachers are provided with opportunities for building professional knowledge and for showing reflective teaching practices. The present study aimed at examining the English language teachers’ perception of their level of reflecti...

متن کامل

How to think about informal proofs

It is argued in this study that (i) progress in the philosophy ofmathematical practice requires a general positive account of informal proof; (ii) the best candidate is to think of informal proofs as arguments that depend on their matter as well as their logical form; (iii) articulating the dependency of informal inferences on their content requires a redefinition of logic as the general study ...

متن کامل

ذخیره در منابع من


  با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید

ژورنال

عنوان ژورنال: Pedagogy, Culture and Society

سال: 2022

ISSN: ['1468-1366', '1747-5104']

DOI: https://doi.org/10.1080/14681366.2022.2159504