Reimagining Educator Learning Pathways through Storywork for Racial Equity in STEM

In co-design work with Boston Public School teachers, we are re-imagining educator learning to center the development of educators’ imaginative capacities alongside their critical capacities as a foundation for expansive and justice-oriented STEM pedagogies. A current focus of study is to design collective practices of radical attention that support teachers in learning to attune and respond expansively to children’s heterogeneous ideas and ways with words in moment-to-moment classroom talk.

Grant #2224595