While issues of (in)justice in K12 STEM learning have garnered increasing attention, limited research has attended to learning as "social-spatial transformation." We draw upon a justice-oriented framework of equitably consequential learning to call attention to how learning and engagement in K12 STEM is rooted in the history and…

Teacher solidarity co-design is a special case of participatory design research that emphasizes the unique power dynamics of partnering with teachers who are multiply positioned in schooling, educational policy and research, and society. Through contrastive case analysis of four instrumental cases, five principles that characterize teacher…

This study aims to deepen our understanding of teaching, specifically the role of teachers' responsiveness in promoting equity in secondary science teaching. To build a conceptual argument--that teachers' responsiveness expands the opportunity to learn for students from historically marginalized communities--I explore one high school science…

This study examines the development of secondary preservice science teachers' (PSTs') sociopolitical understandings in the context of a yearlong, masters-level, justice-oriented teacher education program. It articulates a theoretical perspective regarding teachers' conceptions of the work-of-teaching in terms of pedagogical and disciplinary…

In community planning, the consequence of a failed or productive teaching and learning interaction could mean the preservation or destruction of someone's house, a neighborhood school, a park, all of it. This article elucidates consistencies in how people collaborate across spatial epistemologies and power imbalances for making recommendations and…

This paper draws on Ahmed's construct of "affective economies" to explore the role of affect in explaining how marginalization becomes (re)produced in pre-service teachers' encounters with an actor playing a Kurdish refugee mother in a simulated parent-teacher conference. Through an interpretive case study of four matched-pair…

Research on collaborative learning has focused on its potential to foster successful problem solving. Less attention, though, has been given to issues of equity. In this article, we investigate how inequity can become amplified and attenuated within collaborative learning through small interactional moves that accumulate to produce broader…

Engle and Conant's "productive disciplinary engagement" (PDE) framework has significantly advanced the study of learning in mathematics and science. This artilce revisits PDE through the lens of critical education research. Our analysis synthesizes two themes of power: "epistemic diversity," and "historicity and…

In this article, we argue that when complex sociopolitical issues such as ethnocentrism and racial segregation are represented as complex, emergent systems using agent-based computational models (in short agent-based models or ABMs), discourse about these representations can disrupt social studies teacher candidates' dispositions of teaching…

This study investigated different math-talk facilitations, and conceptualized the teachers' talk moves for productive student mathematics discussions. Our findings suggest that students' strategy development is supported by talk moves coordinating a wide range of student strategies, representations and discussions that are at a process-level and…

What responsibilities do researchers of learning have in the wake of Trump's election and the proliferation of far-right, populist nationalism across the globe? In this essay, we seek to prompt and engage a dialogue about the political role and responsibilities of our field at this historical moment. First, we situate the social hierarchies that…

Participatory design-based research continues to expand and challenge the "researcher" and "researched" paradigm by incorporating teachers, administrators, community members, and youth throughout the research process. Yet, greater clarity is needed about the racial and political dimensions of these collaborative research…

This article offers a way forward for educators and researchers interested in drawing on the principles of "queer theory" to inform participatory design. In this article, I aim to achieve two related goals: To introduce new concepts within a critical conceptual practice of questioning and challenging the "heterosexual matrix"…