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    Generative contexts

    Author
    Lyles, Daniel Allen
    View/Open
    177467_Lyles_rpi_0185E_10965.pdf (2.562Mb)
    Other Contributors
    Eglash, Ron, 1958-; Nieusma, Dean; Kinchy, Abby J.; Bennett, Audrey;
    Date Issued
    2016-08
    Subject
    Science and technology studies
    Degree
    PhD;
    Terms of Use
    This electronic version is a licensed copy owned by Rensselaer Polytechnic Institute, Troy, NY. Copyright of original work retained by author.;
    Metadata
    Show full item record
    URI
    https://hdl.handle.net/20.500.13015/1747
    Abstract
    Educational research has identified how science, technology, engineering, and mathematics (STEM) practice and education have underperforming metrics in racial and gender diversity, despite decades of intervention. These disparities are part of the construction of a culture of science that is alienating to these popula-tions. Recent studies in a social science framework described as “Generative Justice” have suggested that the context of social and scientific practice might be modified to bring about more just and equitable relations among the disenfran-chised by circulating the value they and their non-human allies create back to them in unalienated forms. What is not known are the underlying principles of social and material space that makes a system more or less generative. I employ an autoeth-nographic method at four sites: a high school science class; a farm committed to “Black and Brown liberation”; a summer program geared towards youth environ-mental mapping; and a summer workshop for Harlem middle school students. My findings suggest that by identifying instances where material affinity, participatory voice, and creative solidarity are mutually reinforcing, it is possible to create educational contexts that generate unalienated value, and circulate it back to the producers themselves. This cycle of generation may help explain how to create systems of justice that strengthen and grow themselves through successive itera-tions. The problem of lack of diversity in STEM may be addressed not merely by recruiting the best and the brightest from underrepresented populations, but by changing the context of STEM education to provide tools for its own systematic restructuring.;
    Description
    August 2016; School of Humanities, Arts, and Social Sciences
    Department
    Dept. of Science and Technology Studies;
    Publisher
    Rensselaer Polytechnic Institute, Troy, NY
    Relationships
    Rensselaer Theses and Dissertations Online Collection;
    Access
    Restricted to current Rensselaer faculty, staff and students. Access inquiries may be directed to the Rensselaer Libraries.;
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    • RPI Theses Online (Complete)

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