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Cognition and Instruction

Call for papers - Special issue

Deadline: 1 May 2018

STEM learning: For whom and toward what ends?

Guest Editors: Maxine McKinney de Royston and Tesha Sengupta-Irving

In their editorial, Cognition and Instruction editors Philip, Bang and Jackson (2018), encourage scholarship that examines the “cultural and political contexts and consequences of our scholarship.” As they explain, new possibilities in understanding human diversity in learning and teaching await us when we concurrently engage the “for what,” “for whom,” and “how” in studies of cognition and instruction. This special issue represents an opportunity to take up this invitation, with particular attention to science, technology, engineering and mathematics (STEM) education.

This special issue invites studies that explore the implicit and explicit purposes and outcomes associated with the seemingly perennial desire for “more STEM” in schools and societies. Papers in the special issue will contribute new knowledge for STEM learning and teaching by engaging the question, “toward what ends?,” which also necessarily engages the questions of for whom and how. Collectively, the papers in this special issue are likely to reflect the ways in which STEM education, as a phenomenon that is at once global and local, permeates macro to micro: from discourses of global ascendancy and nation building; to national, state and local education policy, programming, and practice; to the revitalization and reform of failing districts, schools and curriculum; to the everyday lives of teachers, learners, and their families.

Within the field of education research, a range of epistemological frameworks, theories, methodologies and methods have emerged to understand STEM learning as an economic, social, cultural, or historical organizer of human society both retrospectively and prospectively.  With such a broad canvas for the study of STEM, there remains a need to more closely examine the nature, purpose and outcomes associated with STEM learning across time, contexts, and people.

Such inquiry seeks to understand more than process and product; it reveals ideologies, logics or frameworks that govern STEM policy and practice, and that legitimate pathways for educators and learners (e.g., Bang et al, 2012; Bullock, 2017; Leyva, 2017; Philip, Gupta, Elby & Turpen, 2017).  We also invite scholars to offer ways of understanding the nature, purpose, and outcomes associated with STEM learning that propose new possibilities for how STEM is largely understood or realized in societies and schools. By gaining clarity in what is and what could be, as grounded in understanding for whom, for what, and how, this special issue will interrogate the demand and desirability of “more STEM” the world over.

Building on a growing body of research published in this journal (e.g., Jurow et al, 2016; Philip, 2011; Rubel et al., 2016) we are broadly interested in articles that foreground power, politics, culture, and race in STEM learning and teaching, and who or what they imagine as future outcomes (e.g., McKinney de Royston, Vakil, Nasir, Ross, Givens, & Holman, 2017; Jackson, Gibbons, & Sharpe, 2017; Martin, 2006; Rosebery et al., 2010; Sengupta-Irving & Mercado, 2017; Vossoughi, Hooper & Escudé, 2016). This includes, but would not be restricted to work that considers:

  1. the ideological terrain of STEM learning within or across contexts;
  2. the design of learning environments that make transparent the nature and purpose of STEM learning;
  3. how the domains of STEM (science, technology, engineering, mathematics) may be variedly positioned in bids for “more STEM”;
  4. the local to global nature of STEM education and what it means for learners or teachers;
  5. what a STEM education can or cannot assure learners and teachers about their futures; or
  6. what the demand and desirability for STEM (big or small) means to individuals, collectives, or societies.

Cognition and Instruction

Language: en-US

Publisher: tandf

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Submission guidelines

We are currently soliciting abstracts for proposed papers for the special issue. Abstracts should be no longer than 500 words and be accompanied by up to five keywords. Proposed papers should address the affordances and challenges of whatever perspective is taken in relation to STEM learning, the (imagined) futures of STEM learners and educators, and the possibilities of educational, social, or global change.

Timeline

Announcement of Special Issue: February 2018
Deadline for submission of Abstract: May 1, 2018
Invited authors informed: July 1, 2018
Full paper deadline: September 1, 2018
Request Revisions: November 15, 2018
Revised Manuscripts deadline: January 15, 2019
Anticipated publication: July 2019

Please note, the submission period for this open call for papers has passed.

Please send abstracts and keywords by May 1, 2018:

Email Maxine McKinney de Royston and  Tesha Sengupta-Irving.

Please write “Abstract for C&I Special Issue” in the subject field. Final manuscripts will have a 9,500 word limit. For further submission information, visit our 'instructions for authors' page.