Gatz, Erin
(2023)
Beyond Inclusion: Interrogating the Transformational Potential of Informal STEM Learning.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Makerspaces and education networks are part of the same movement to increase cross-sector collaboration, expand informal STEM learning opportunities, provide professional development, and promote hands-on learning practices. Whereas makerspaces aim to shift power away from instructor-driven pedagogy toward user-centered learning, education networks coordinate learning opportunities and resources throughout a geographic region. In this dissertation, I examine how leaders of makerspaces and education networks grapple with the complexity of intersectionality in attempting to create opportunities for empowerment, skill development, and STEM equity with a particular focus on promoting feminism and anti-racism. In doing so, I examine the possibilities and limitations for how these entities may advance equity in education more broadly, which I understand as supporting culturally sustaining practices and redistributing resources in favor of learners of color, learners with disabilities, girls in STEM, rural learners, and learners in poverty. Chapter 1 explains my motivation for writing this dissertation and outlines the relationship between makerspaces and education networks. Chapter 2 provides an overview of literature on education networks and describes five mechanisms that networks use to achieve their goals. Chapter 3 focuses on a case study of one regional education network and discusses how participation has influenced the work of members. Chapter 4 examines how a feminist makerspace might be a model for more equitable STEM learning environments. Chapter 5 explores how an ecosystem approach supports informal STEM learning through interviews with feminist makerspace leaders from the United States and Canada. I conclude with the main takeaways from these studies as well as a reflection on what intersectional feminist networks might look like in practice.
Share
| Citation/Export: |
|
| Social Networking: |
|
Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
22 May 2023 |
| Date Type: |
Publication |
| Defense Date: |
14 March 2023 |
| Approval Date: |
22 May 2023 |
| Submission Date: |
25 April 2023 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
137 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Learning Sciences and Policy |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
feminist; makerspace, anti-racist, racial justice, education network; learning ecosystem; informal learning; STEM |
| Date Deposited: |
22 May 2023 12:49 |
| Last Modified: |
22 May 2023 12:49 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/44712 |
Metrics
Monthly Views for the past 3 years
Plum Analytics
Actions (login required)
 |
View Item |
![[feed]](/images/feed-icon-32x32.png){kind=icon}