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Cultural Studies of Science Education
Published in: Cultural Studies of Science Education 1/2016

16-10-2014

A rejoinder to Jrène Rahm’s “Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: new imaginaries for research and action”

Author: Marta Civil

Published in: Cultural Studies of Science Education | Issue 1/2016

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Abstract

This article presents my rejoinder to Jrène Rahm’s response to my article “STEM learning research through a funds of knowledge lens.” I focus on four themes that emerged from my reading of her commentary: the importance of the histories of youth of immigrant origin; her comments on globality; the theoretical lens that she brings to my research; and the methodological issues she discusses. I highlight Rahm’s humanizing component and the need to understand the complexity of immigration. What are we doing in our global settings to build on the diversity of experiences and backgrounds among the youth as a resource towards STEM learning?
previous article Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: new imaginaries for research and action
next article Kris Gutiérrez: designing with and for diversity in the learning sciences

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Literature
Civil, M., & Menéndez, J. M. (2011). Impressions of Mexican immigrant families on their early experiences with school mathematics in Arizona. In R. Kitchen & M. Civil (Eds.), Transnational and borderland studies in mathematics education (pp. 47–68). New York: Routledge.
Civil, M., & Planas, N. (2010). Latino/a immigrant parents’ voices in mathematics education. In E. Grigorenko & R. Takanishi (Eds.), Immigration, diversity, and education (pp. 130–150). New York: Routledge.
Civil, M., Planas, N., & Quintos, B. (2012). Immigrant parents’ perspectives on their children’s mathematics education [preface and reprint of article published in ZDM (2005), 37(2)]. In H. Forgasz & F. Rivera (Eds.), Towards equity in mathematics education: gender, culture, and diversity (pp. 261–282). New York: Springer.CrossRef
Nasir, N., Rosebery, A., Warren, A., & Lee, C. D. (2006). Learning as a cultural process: achieving equity through diversity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 489–504). Cambridge: Cambridge University Press.
Suárez-Orozco, C., & Suárez-Orozco, M. (2001). Children of immigration. Cambridge, MA: Harvard University Press.
Varley Gutiérrez, M. (2009). “I thought this U.S. place was supposed to be about freedom”: young Latinas speak to equity in mathematics education and society. PhD diss., University of Arizona: Tucson.
Metadata
Title
A rejoinder to Jrène Rahm’s “Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: new imaginaries for research and action”
Author
Marta Civil
Publication date
16-10-2014
Publisher
Springer Netherlands
Published in
Cultural Studies of Science Education / Issue 1/2016
Print ISSN: 1871-1502
Electronic ISSN: 1871-1510
DOI
https://doi.org/10.1007/s11422-014-9647-3

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