Kenneth Gyamerah, Jane Mao , Alice Johnston , Ethan Hodges , Thashika Pillay , Karen Pashby , Alana Butler

Decolonial STEM Education and the Integration of a Critical Global Citizenship Education Framework in an Ontario Secondary School

Introduction

Decolonial stem education and the integration of a critical global citizenship education framework in an ontario secondary school. Decolonial STEM education in Ontario schools. Integrate the HEADSUP framework for anti-oppressive, critical global citizenship, boosting student engagement & curriculum connections.

Abstract

This study explores how the HEADSUP framework can help STEM teachers integrate anti-oppressive and critical social justice frameworks into their teaching. Using a qualitative case study approach, STEM teachers and students  in an Ontario secondary school participated in weekly sessions to learn about utilizing HEADSUP. Data were generated through semi-structured interviews with teachers  and observations by the research team. The findings demonstrate the opportunities and challenges of decolonizing STEM education in Canadian schools through critical decolonial frameworks. Interviews with teachers revealed that integrating HEADSUP amplified students' voices and promoted active engagement in STEM classrooms. Teachers also highlighted that the HEADSUP framework helped students connect more fully with the curriculum and encouraged them to explore concepts beyond the STEM curriculum. The findings also show that utilizing anti-oppressive and social justice frameworks in STEM classrooms can be challenging due to constraints imposed by the current provincial curriculum. Implications for policy are discussed.  

Review

This paper addresses a highly pertinent and increasingly critical area within educational discourse: the decolonization of STEM education. By integrating a Critical Global Citizenship Education (CGCE) framework, specifically the HEADSUP model, within an Ontario secondary school context, the study seeks to explore practical applications of anti-oppressive and social justice pedagogies in STEM classrooms. The qualitative case study approach, utilizing interviews with teachers and research team observations, provides an initial exploration into the opportunities and challenges inherent in this significant pedagogical shift. The abstract suggests a valuable contribution to understanding how theoretical frameworks can translate into practice, particularly within a curriculum area often perceived as detached from social justice concerns. A significant strength of this research lies in its empirical exploration of the HEADSUP framework's impact. The findings indicate compelling positive outcomes, such as the amplification of student voices, increased active engagement, and a deeper connection with the curriculum, extending beyond traditional STEM boundaries. These insights are crucial, demonstrating that integrating decolonial and anti-oppressive lenses can enrich learning experiences and foster a more holistic understanding of subject matter. The reported ability of HEADSUP to encourage students to "explore concepts beyond the STEM curriculum" is particularly noteworthy, suggesting that such frameworks can bridge disciplinary divides and cultivate critical thinking skills vital for global citizenship. The study thus offers practical evidence for the pedagogical benefits of such an approach. While the study highlights promising opportunities, it also candidly addresses the challenges of implementing decolonial STEM education, particularly constraints imposed by the current provincial curriculum. This acknowledgment is vital, as it grounds the research in the realities of educational practice and points towards systemic barriers that require attention. For future iterations or policy recommendations, it would be beneficial to delve deeper into the specific nature of these curriculum constraints and perhaps offer concrete examples of how they manifest. Nevertheless, the paper effectively sets the stage for critical policy discussions, reinforcing the need for curriculum reform that supports, rather than hinders, the integration of anti-oppressive and social justice education in STEM. This research serves as an important call to action for educators and policymakers alike.

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