I. Setting Up
and Fostering Inclusive STS Classrooms

Chapter 2 - Before Anything Else: Setting Up a Critical Pedagogy Space/Place 

Chapter 2 will foreground the role of the learning space in students’ introduction to STS concepts and practices related to issues of power and positionality. Recipes may attend to the physical space and/or the relations that are enacted in the classroom and institution. This may include, for example, orienting activities like mindfulness and somatic practices that establish a collaborative learning space in which each person is a human with unique capabilities, bodies, experiences, and resources. Such activities and practices help educators and learners attend to the role of power in instructional spaces and may include suggestions for getting to know each other, observing the material organization of instructional spaces, and discussing and establishing course norms. These activities aim to support faculty in encouraging postures of humility, beginners’ mindsets, and shared expectations and values.    

Chapter 3 - Reimagining and Fostering Inclusive Empowerment in Science, Technology, and Society

This chapter will include activities designed to demystify those who work in STEM. Drawing on STS scholarship related to racial, gendered, and classed dimensions of science and engineering, these activities aim to help students recognize and robustly consider STEM professionals as people. In addition to revealing often-hidden dimensions of working in STEM, such learning experiences can foster a sense of belonging in STEM fields. This chapter builds on efforts within STS to not only document but also transform professional practice and knowledge production in STEM.