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How Do Teachers Prepare for and Respond to Students' Evoked Emotions When Addressing Real Social Inequalities through Engineering Activities?

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Title: How Do Teachers Prepare for and Respond to Students' Evoked Emotions When Addressing Real Social Inequalities through Engineering Activities?
Language: English
Authors: Rodriguez, Alberto J. (ORCID 0000-0003-1269-2254)
Source: Theory Into Practice. 2017 56(4):263-270.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2017
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Engineering Education, STEM Education, Emotional Development, Emotional Response, Emotional Intelligence, Critical Literacy, Social Justice, Science Education, Engineering, Culturally Relevant Education, Learner Engagement, Design, Science Activities
DOI: 10.1080/00405841.2017.1350497
ISSN: 0040-5841
Abstract: Making engineering and science culturally and socially relevant requires teachers to have broader content knowledge and an increased repertoire of pedagogical skills. One aspect of being an effective and culturally inclusive teacher that is seldom discussed is the ability to engage with the emotions associated with working for social justice. In other words, teachers need to be prepared to address the mixed emotions and desire to effect social change that students (children or adults) often experience when exposed to the very real social inequalities present in their own communities or in the world. This issue is particularly important now that the Next Generation Science Education Standards, and its emphasis on engineering practices, calls for students to engage in more problem solving of real world issues. This article seeks to raise awareness about "critical emotional pedagogy" and "critical emotional literacy" as 2 additional tools that are likely to augment teachers and researchers' professional tool kit when interested in building a culturally inclusive and socially relevant learning environment.
Abstractor: As Provided
Number of References: 16
Entry Date: 2017
Accession Number: EJ1161055
Database: ERIC
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  Value: <anid>AN0126248504;tip01sep.17;2019Mar19.13:30;v2.2.500</anid> <title id="AN0126248504-1">How do Teachers Prepare for and Respond to Students’ Evoked Emotions when Addressing Real Social Inequalities Through Engineering Activities? </title> <p>Making engineering and science culturally and socially relevant requires teachers to have broader content knowledge and an increased repertoire of pedagogical skills. One aspect of being an effective and culturally inclusive teacher that is seldom discussed is the ability to engage with the emotions associated with working for social justice. In other words, teachers need to be prepared to address the mixed emotions and desire to effect social change that students (children or adults) often experience when exposed to the very real social inequalities present in their own communities or in the world. This issue is particularly important now that the Next Generation Science Education Standards, and its emphasis on engineering practices, calls for students to engage in more problem solving of real world issues. This article seeks to raise awareness about critical emotional pedagogy and critical emotional literacy as 2 additional tools that are likely to augment teachers and researchers' professional tool kit when interested in building a culturally inclusive and socially relevant learning environment.</p> <p>Right after I graduated, my first teaching job was in a rural community with a strong logging industry. As a single father with two children, I was thrilled to have a job that would enable me to start to pay down my student loan. I was, of course, also eager about sharing my love of science with my very own students. At that time, conversations about the dangers of a depleted ozone layer dominated the media's attention and water cooler conversations like the chatter about global climate change does today. Driven by that keen and fresh enthusiasm that novice teachers often have, as well as by the strong desire to see my children grow and thrive in a healthy planet, I promised myself to have a strong environmental and social justice focus in all of my science classes. To this end, during one of my first biology classes, I gave what I thought was an awesome and passionate speech to my students about our responsibility to protect the environment. I showed them pictures of the damage that rapid deforestation causes to the ecosystem and how that damage not only affected all of us locally, but globally. I went on while many of my students listened attentively with long faces and wide eyes. As an example of the various roles we could play to protect our environment, I urged them to sign an environment protection pledge that included promising to stop using aerosol sprays (which at the time were found to contribute to the depletion of the ozone layer due to chlorofluorocarbons [CFCs]—a chemical that has now become obsolete thanks to a global accord that limited its use). Feeling very proud of myself, I felt that the zero-CFCs use pledge was the first step in helping my students appreciate how they could become agents of change and how our class was going to be socially relevant.</p> <p>Well, that evening I received several phone calls from distraught parents who wished to remind me that their work in the forest industry was "putting food on the table for [their] families and paying for [my] salary." Given that I was the only Latino teacher, English language learner at the school, and an outsider to their community, some parents were less kind with their comments. Others just complained directly to the principal. This incident became one of the most significant lessons I needed to learn on my beginning journey of becoming a more effective and <emph>emotionally aware</emph> teacher. Although, I had good intentions, was well prepared, and committed to raising my students' awareness, I did not take into account the strong emotional responses (e.g., shame, anger, frustration, resentment) that my well-intended lesson was provoking. Before teaching this lesson, I was wrong not to take into account my sociocultural context (students from mainly working-class families; logging industry); and I was wrong not to emotionally prepare my students (and their families) for the environmental activism focus of my courses. At that time, I wished that someone in my teacher preparation program had given me at least some indication of how emotionally demanding for me and my students teaching for social engagement could be. Although the developmental psychology course I was required to take was informatve, this type of course is usually not connected to actual teaching practice.</p> <p>This anecdote points to the need to help teachers become more aware of, and proficient at managing, the variety of students' emotions associated with learning for understanding and for social change. This is particularly important now that the Next Generation Science Standards (NGSS, [<reflink idref="bib9" id="ref1">9</reflink>]) suggest that exposing students to science and engineering practices has "the potential to be inclusive of students who have been traditionally marginalized in the science classroom and do not see science as relevant to their lives or future" (p. 4).</p> <p>Research on emotional development and its impact on educational contexts has been an important field of inquiry in cognitive and social psychology for some time. This has produced the often interchangeable use of the terms <emph>emotional intelligence</emph> and <emph>emotional literacy</emph> causing some confusion. Mayer and Salovey ([<reflink idref="bib7" id="ref2">7</reflink>]) explained that they preferred the use of the term <emph>emotional intelligence</emph> because it involves "the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth" (p. 5). Others, like Matthews ([<reflink idref="bib6" id="ref3">6</reflink>]), have used the term <emph>emotional literacy</emph> because emotional intelligence gives the impression that it is some attribute that should be measured and categorized as cognitive intelligence or IQ. For this article, I also use the term <emph>critical emotional literacy</emph> (CEL) to draw attention to its practical application in the context of STEM teaching and learning. CEL involves the awareness of how some terms or words could provoke students' emotional responses that could facilitate (or obstruct) their deep and personal engagement with a specific subject matter topic (expressed in whatever form; e.g., text, audio, video, etc.). A related and essential concept to CEL is <emph>critical emotional pedagogy (CEP)—</emph>defined as using CEL to enact effective pedagogical strategies for evoking and responding to the variety of emotions students may display as a result of critically engaging with specific subject matter topics. I also prefer to add the term <emph>critical</emph> because through CEL and CEP, the teacher purposely seeks to engage students in reflecting and taking action on issues that historically, institutionally and/or socially continue to obstruct equal opportunities for success for some marginalized groups.</p> <p>In the next section, I elaborate on these concepts and briefly contrast them with the recent research literature on teacher emotional development. This recent area of study is very broad, and because the goal for this special issue of <emph>TIP</emph> is on disciplinary literacies and engineering, I focus on the often taken-for-granted emotional challenges associated with making engineering practices and STEM student centered, problem based, collaborative, and socially/culturally relevant to all students.</p> <hd id="AN0126248504-2">Teacher Emotional Development, Critical Emotional Pedagogy and Critical Emotional Literacy</hd> <p>Recent research on teacher emotional development has sought to investigate the struggles and emotional challenges teachers encounter while working in culturally diverse contexts. For example, Chubbuck and Zembylas ([<reflink idref="bib2" id="ref4">2</reflink>]) conducted a case study with one Anglo, novice teacher in an urban school context to document the teacher's attempts to teach for social justice. Teaching for social justice refers to the teacher's direct efforts to critically engage students with the subject matter so that they could recognize and take action against oppressive practices, policies, social inequalities, and/or discrimination. Thus, social justice teaching perceives students as critical consumers and producers of knowledge capable and responsible for enacting their own sense of agency to bring about positive social change for themselves and their communities (Rodriguez, [<reflink idref="bib10" id="ref5">10</reflink>], [<reflink idref="bib12" id="ref6">12</reflink>]). One can easily imagine how demanding learning to teach for social justice could be when just learning to teach the subject matter is difficult enough—especially in culturally diverse and underfunded schools. To help address these challenges, Chubbuck and Zembylas ([<reflink idref="bib2" id="ref7">2</reflink>]) proposed <emph>critical emotional praxis</emph>, "a term that captures more specifically how emotions can be engaged as critical and transformative forces in teaching for social justice" (p. 284). The authors went on to explain that if teachers are made more aware of how to manage their own emotions—which at times may be ambivalent and/or produce strong feelings of anger, disappointment, anxiety, etc.—they would be better prepared to enact teaching for social justice.</p> <p>I find the concept of critical emotional praxis insightful, but too broad to operationalize in actual teacher development. Teachers often demand clear and direct examples for improving their pedagogical practice, and a strong research base indicates that teachers (who are mostly Anglo, middle-class women in the United States) often display resistance to ideological and pedagogical change (Rodriguez, [<reflink idref="bib10" id="ref8">10</reflink>]). Resistance to ideological change refers to the refusal to teach for diversity (i.e., refusal to implement more culturally inclusive and responsive approaches in the classroom that would enable all students feel welcome and valued). Resistance to pedagogical change involves a teacher refusal to use more student-centered and social-constructivist approaches to engage students in meaningful and socially relevant learning (i.e., problem-based and collaborative approaches focused on real world issues and applications; Rodriguez & Kitchen, [<reflink idref="bib13" id="ref9">13</reflink>]).</p> <p>My research, and that of many others (Lee & Buxton, [<reflink idref="bib4" id="ref10">4</reflink>]; Rodriguez, [<reflink idref="bib10" id="ref11">10</reflink>], [<reflink idref="bib11" id="ref12">11</reflink>]; Sleeter, [<reflink idref="bib15" id="ref13">15</reflink>]; Sikma & Orborne, [<reflink idref="bib14" id="ref14">14</reflink>]; Talue, [<reflink idref="bib16" id="ref15">16</reflink>]), show that many beginning and experienced teachers display resistance to ideological and/or pedagogical change due to a variety of reasons, such as fear of retaliation for not conforming to the predominant school practices; fear of losing control of students during activities; fear of falling behind; believing that equity, diversity, and social justice are not topics to include in STEM/engineering practices; believing that <emph>color blindness</emph> (not seeing cultural and social diversity) in the classroom is a better/safer stance; lack of funding and resources; and many other reasons. In recent years, a growing body of research is starting to provide actual suggestions for countering teachers' ideological and pedagogical resistance (see Rodriguez & Kitchen, [<reflink idref="bib13" id="ref16">13</reflink>], for a collection of activities for counterresistance shared by science and mathematics educators). However, much of this research does not address the emotional ambivalence and struggles that teachers display when either resisting against or attempting to teach for social justice. Thus, in the following section, an example is briefly deconstructed to highlight how critical emotional pedagogy and critical emotional literacy could be used in practice to assist teachers become more aware and sensitive about not only their own emotional challenges, but also how to be more effective at managing the potential emotional can of worms that is likely to open when making engineering practices connected to real-world issues.</p> <hd id="AN0126248504-3">Deconstructing a Poorly Designed Engineering Design Activity</hd> <p>When conducting engineering-related activities in educational contexts, there is a multitude of language literacy demands that could be easily taken for granted. The NGSS, in conjunction with the Common Core State Standards (CCSS), encourages teachers to pay more attention to how reading in science requires an appreciation of the norms and conventions of the discipline of science, including understanding the nature of evidence used, an attention to precision and detail, and the capacity to make and assess intricate arguments, synthesize complex information, and follow detailed procedures and accounts of events and concepts. (NGSS, [<reflink idref="bib9" id="ref17">9</reflink>], p. 1).</p> <p>A commonly used pedagogical strategy to expose students to engineering practices, as well as corresponding STEM disciplinary literacy, is problem-solving scenarios. This pedagogical approach often involves students conducting role plays, reading subject matter text, gathering and analyzing data, creating graphs and tables, writing and presenting reports, and working in collaborative teams. Adding to the cognitive and language literacy complexity of these tasks is the emotional demands associated with engaging meaningfully with the chosen topics. Mayer and Salovey ([<reflink idref="bib7" id="ref18">7</reflink>]) described this intersection well when they explained that "the ways in which the feelings of characters motivate their actions, which in turn moves forward the plot, is a lesson in emotional perception for young adults as much as it is in plot construction" (p. 20).</p> <p>Keeping in mind these cognitive, language, and emotional demands, Table 1 illustrates the variety of commonly used terms that could easily be at play while conducting engineering design/problem solving scenarios. Furthermore, Table 1 illustrates the multitude of potentially positive and/or negative emotions that could be conjured up purposely or unintentionally by a teacher or any student in the course of conducting an activity. To facilitate discussion, I organized the terms in Table 1 according to relevant categories to stress the fact that teachers never only just cover content in STEM activities. Any of these activities, and especially problem-solving scenarios, are loaded with conceptual or technical terms relevant to the discipline, economics-related terms, social interactions terms (that require paying attention to language ability, gender and other cultural/power dynamics), cultural associations terms (that also require paying attention to issues of power, discrimination and climate), and an array of positive or negative emotions that could be triggered at any time by any of the above categories. The following example illustrates how these various categories may interact with one another in a poorly constructed engineering design problem-solving scenario.</p> <p>Table 1. Categories and types of commonly used terms in engineering related activities and the potential emotions that could be evoked through those activities in educational contexts</p> <p> <ephtml> <table><thead><tr><td>Category</td><td>Commonly Used Terms</td></tr></thead><tbody><tr><td>Conceptual</td><td>problem solving; problem posing; design; environmentally friendly; sustainable; iterations; trials; argumentation; integrated STEM; ethics; failure*</td></tr><tr><td>Economics</td><td>low cost; high cost; profit; loss; efficient; time management; socioeconomic status; poor; client</td></tr><tr><td>Social interactions</td><td>team work; groups; collaboration; second language learners; special needs learners; gifted learners; competition; failure*</td></tr><tr><td>Cultural associations</td><td>Latino/a; Asian; First Nations; Anglo; African American;** International; English Learner; Other</td></tr><tr><td><bold>Type of Emotion</bold></td><td><bold>Evoked Emotions</bold></td></tr><tr><td>Positive</td><td>joy; pride; happiness; excitement; awe; love; empowered; encouraged; included; eagerness; hopeful</td></tr><tr><td>Negative</td><td>sadness; shame; guilt; frustration; despair; anger; ignored; discouraged; excluded; anxious; depressed; silenced; hopeless/failure*</td></tr></tbody></table> </ephtml> </p> <ulist> <item>3 <bold>*The concept of failure is a normal component in the engineering design process amongst engineers; however, the construct of failure in school contexts historically has deep negative connotations.</bold></item> <item>4 <bold>**I argue that it is important to avoid the use of colonial terms, such as Black, White, or Indian to refer to people's ethnic backgrounds.</bold></item> </ulist> <p>I recently attended a workshop on integrated STEM in which most of the participants were engineering education and education faculty involved in K-12 schools research. One team presented a problem-solving scenario that essentially consisted of "helping a small furniture business in a poor country in Central America." This small business wanted to build furniture from "recycled wood to keep costs down and make their products more affordable to the community." Our task; therefore, was to "build a model of a small table using the available materials." These materials were empty paper towel rolls, tape, glue, and pieces of cardboard. We could be "as creative as we wanted with the design of the table" and we were to test its functionality by "measuring how many books the model table could hold before collapsing." The more books the table held, the better the design and functionality of the table, according to the guidelines. The presenters asked us to form small teams, and to use the standard engineering design process.</p> <p>At first glance, this activity might look very innocuous to many, but it is a good example of a poor activity that not only serves to reinforce stereotypes, but it could also produce negative emotions that obstruct meaningful student learning and engagement. Although I appreciate the educators' obvious good intentions and effort to be culturally inclusive, just setting a scenario in a "poor country in Central America" is not good enough. First of all, this approach serves to further dehumanize the Other by giving them generic designations as <emph>poor</emph> and somewhere in some distant country. For instance, if you were a student of Latino/a heritage, which is likely considering that Latinos/as (born here or abroad) now constitute the second largest ethnic group in the country (Kena et al., [<reflink idref="bib3" id="ref19">3</reflink>]), you are most likely going to be feel Othered and alienated. Research on culturally diverse classrooms shows that students often have their own notions of what science is and what it is for that may contradict teachers' expected notions (Carlone, Haun-Frank, & Webb, [<reflink idref="bib1" id="ref20">1</reflink>]; Rodriguez, [<reflink idref="bib11" id="ref21">11</reflink>]). Furthermore, if you are a second language learner Latina/o who is most likely being provided with limited language support, and already feeling marginalized by peers at school, this type of othering through generic problem scenarios only will add to feelings of alienation and not being valued as a resource.</p> <p>If the instructors wanted to make the scenario more culturally inclusive through CEL, they would avoid using deficit terms such as <emph>poor</emph> and generic terms such as <emph>in Central America</emph>. They would also avoid dehumanizing a whole group of people and rendering them invisible. Instead, the instructors should provide names and pictures of the owners of the small business. In fact, through CEP, this could be an excellent opportunity for transdisciplinary literacy and integrating other subject areas (like social studies and language literacy) in the engineering activity. That is, students could research the city and country where the business is located; learn more about the cultural and historical richness of the country; the political environment, and so on. Further, through CEP, the scenario could be tweaked with preferably real or fictitious characters from a country with ethnic ties to some of the students in the class. In this way, these students could then play a more visible and dominant role sharing their culture (evoking feelings of pride, joy and inclusion) instead of feeling ignored, invisible, and as the <emph>poor</emph> Other. This is a really important issue, because even when I find some curriculum with actual characters with names and faces, the individuals are used as engaging cultural backdrops—playing more of an entertaining role, rather than helping students engage meaningfully and critically with real characters, real cultures, and real-world issues.</p> <p>Another problematic aspect of this activity is its contradictory and unrealistic nature. That is, students are expected to build models that could add more design ideas for an emerging business which uses recycled wood. Yet, students are asked to use cardboard, paper rolls, tape, and glue, and expected to make models of only tables! First of all, why not provide students with actual pieces of wood and why not allow them to design other types of furniture, like stools, etc.? If there is a concern about students being too young to handle basic building tools, why then not provide a different scenario that is more relevant to the age group and safety concerns? After working for many years with teachers and their students, I could see how this activity could degenerate into what Nelson and Moscovici ([<reflink idref="bib8" id="ref22">8</reflink>]) called <emph>activitymania</emph>—just a busy hands-on and minds-off activity that is fun, but that it has little to do with learning for understanding in culturally and socially relevant ways—and very little to do with STEM or with engineering design. For example, there were no direct links to mathematics, technology, or even science during this activity. In addition, even in a room full of educators, when we conducted the activity, we were focused on competition instead of on the original goal (i.e., help the emerging business with viable design ideas). In other words, we were more focused on producing the table that held the most books and on beating the other teams. What kind of emotions would be evoked in a regular classroom while conducting such an activity, and in what ways not being aware about those emotions could obstruct the desired learning objectives?</p> <p>In our case, we essentially failed the assigned engineering task before we finished it, and we were not redirected by our instructors to recognize our failure at a suitable time. This is a very important issue to note here, because the construct of failure—which is a normal component of the engineering design process—historically has deep negative connotations in school contexts. In fact, Loterro-Perdue ([<reflink idref="bib5" id="ref23">5</reflink>]) found that students respond positively and productively, as well as negatively and nonproductively, to design failure. These responses were charged with strong emotions. The role of the teacher, Loterro-Perdue added, is critical in reminding students—early—"about proper testing procedures and constraints" (p. 25) to raise awareness about the potential failure of their designs. Similarly, she explained that it was essential for teachers to remind students that failure was ok because "they, like practicing engineers, get to try again" (p. 25). We were not given that guidance or reminded of our main objective, and this example demonstrates that we must make a consorted effort to address the concept of failure in the design process with students early, often and as a positive path to success.</p> <p>In short, if this activity were to play out like we did it in a regular classroom, I am sure that frustration, isolation, and anger might turn out to be the most salient emotions. Again, activitymania, culturally disconnected, socially irrelevant, hands-on but minds-off types of engineering design activities that could evoke an array of negative emotions could be avoided through critical emotional literacy and critical emotional pedagogy.</p> <hd id="AN0126248504-4">Conclusion</hd> <p>A growing body of research shows that by helping students become critical consumers and producers of knowledge, and by helping them develop a strong sense of agency, they can experience positive change for themselves and their communities (Lee & Buxton, [<reflink idref="bib4" id="ref24">4</reflink>]; Rodriguez, [<reflink idref="bib12" id="ref25">12</reflink>]). This important work, however, is emotionally demanding for both teachers and students. In recent years, research on teacher emotional development had generated useful insights (Chubbuck & Zembylas, [<reflink idref="bib2" id="ref26">2</reflink>]), but it still seems too broad to operationalize in teacher professional development—especially, when it comes to disciplinary literacies like those required in engineering design and STEM education. To address this issue, it was suggested that critical emotional literacy could be used as a tool for becoming more aware and sensitive about how certain (often well-intended) terms could trigger an array of emotional responses that could interfere with students' learning and engagement. Similarly, critical emotional pedagogy was suggested as another tool for evoking and responding to the variety of emotions students may display as a result of learning for social justice. Given the very nature of the engineering design process, the NGSS call for engaging students in real-world issues, and the emotional demands associated with teaching and learning for social justice, educators should provide teachers with more practical professional development for evoking and responding to students' emotions in ways that lead to meaningful learning and social engagement.</p> <hd id="AN0126248504-5">Additional Resources</hd> <p> <bold>1. Rivera Maulucci, M. S</bold>. <bold>(2013).</bold><bold>Emotions and positional identity in becoming a social justice science teacher: Nicole's story. <emph>Journal of Research in Science Teaching, 50</emph>, 453–478</bold>.</p> <p>This author essentially replicated Chubbuck and Zembylas' ([<reflink idref="bib2" id="ref27">2</reflink>]) study, except that she conducted her case study with an African American Caribbean preservice teacher who was enrolled in her science methods course. She also found that in the constant multilayered process of learning to teach for social justice; developing a professional identity; and developing a sense of agency in a specific sociocultural context given one's positionality (i.e., ethnicity, SES, biological sex, gender expression, religion, sexual orientation, and/or ability), beginning teachers need assistance in developing critical emotional praxis as part of the professional repertoire required to become successful teachers in today's schools.</p> <p> <bold>2. Cultural Studies in Science Education</bold>. (<bold>2016). <emph>Researching emotions in science education</emph>, <emph>11</emph>(<reflink idref="bib3" id="ref28">3</reflink>), 539–835.</bold></p> <p> <ulink href="http://link.springer.com/journal/11422/11/3/page/1">http://link.springer.com/journal/11422/11/3/page/1</ulink> </p> <p>At the time this article was submitted, this journal published a special issue on the study of emotions in science education.</p> <ref id="AN0126248504-6"> <title> References </title> <blist> <bibl id="bib1" idref="ref20" type="bt">1</bibl> <bibtext> Carlone, H. B., Haun-Frank, J., & Webb, A. (2011). Assessing equity beyond knowledge- and skills-based outcomes: A comparative ethnography of two fourth-grade reform-based science classrooms. Journal of Research in Science Teaching, 48, 459–485. doi:10.1002/tea.v48.5</bibtext> </blist> <blist> <bibl id="bib2" idref="ref4" type="bt">2</bibl> <bibtext> Chubbuck, S. M., & Zembylas, M. (2008). The emotional ambivalence of socially just teaching: A case study of a novice urban schoolteacher. American Educational Research Journal, 45, 274–318. doi:10.3102/0002831207311586</bibtext> </blist> <blist> <bibl id="bib3" idref="ref19" type="bt">3</bibl> <bibtext> Kena, G., Hussar, W., McFarland, J., De Brey, C., Musu-Gillette, L., Wang, X., Dunlop Velez, E. (2016). Condition of Education 2016 (NCES 2016-144). Washington, DC: US Department of Education, National Center for Education Statistics.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref10" type="bt">4</bibl> <bibtext> Lee, O., & Buxton, C. A. (2010). Diversity and equity in science education: Research, policy andpractice. New York, NY: Teachers College Press.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref23" type="bt">5</bibl> <bibtext> Loterro-Perdue, P. S. (2015). The engineering design process as a safe place to try again: Responses to failure by elementary teachers and students. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. Chicago, IL.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref3" type="bt">6</bibl> <bibtext> Matthews, B. (2004). Promoting emotional literacy, equity and interest in science lessons for 11–14 year olds; the 'Improving Science and Emotional Development' project. International Journal of Science Education, 26, 281–308. doi:10.1080/0950069032000097406</bibtext> </blist> <blist> <bibl id="bib7" idref="ref2" type="bt">7</bibl> <bibtext> Mayer, D. J., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. J. Slutyler (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3–31). New York, NY: Basic Books.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref22" type="bt">8</bibl> <bibtext> Nelson, T. H., & Moscovici, H. (1998). Shifting from activitymania to inquiry. Science and Children, 35(14–17), 40.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref1" type="bt">9</bibl> <bibtext> NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press.</bibtext> </blist> <blist> <bibtext> Rodriguez, A. J. (1998). Strategies for counterresistance: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding. Journal of Research in Science Teaching, 35(6), 589–622. doi:10.1002/(ISSN)1098-2736</bibtext> </blist> <blist> <bibtext> Rodriguez, A. J. (2010). Science education as a pathway to teaching language literacy. Rotterdam, Netherlands: SENSE Publishing.</bibtext> </blist> <blist> <bibtext> Rodriguez, A. J. (2015). Managing institutional and sociocultural challenges through sociotransformative constructivism: A longitudinal case study of a high school science teacher. Journal of Research in Science Teaching, 52(4), 448–460. doi:10.1002/tea.v52.4</bibtext> </blist> <blist> <bibtext> Rodriguez, A. J., & Kitchen, R. (2005). Preparing prospective mathematics and science teachers to teach for diversity: Promising strategies for transformative Pedagogy. Mahwah, NJ: Erlbaum.</bibtext> </blist> <blist> <bibtext> Sikma, L., & Orborne, M. (2014). Conflicts in developing an elementary STEM magnet school. Theory into Practice, 53, 4–10. doi:10.1080/00405841.2014.862112</bibtext> </blist> <blist> <bibtext> Sleeter, C. E. (2011). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52, 94–106. doi:10.1177/0022487101052002002</bibtext> </blist> <blist> <bibtext> Talue, F. T. (2014). Social equity and access to a Philippine STEM school. Theory into Practice, 53, 33–40. doi:10.1080/00405841.2014.862120</bibtext> </blist> </ref> <aug> <p>By Alberto J. Rodriguez</p> <p>Reported by Author</p> <p></p> <p>Alberto J. Rodriguez is at the Department of Curriculum and Instruction, College of Education, Purdue University.</p> </aug> <nolink nlid="nl1" bibid="bib10" firstref="ref5"></nolink> <nolink nlid="nl2" bibid="bib12" firstref="ref6"></nolink> <nolink nlid="nl3" bibid="bib13" firstref="ref9"></nolink> <nolink nlid="nl4" bibid="bib11" firstref="ref12"></nolink> <nolink nlid="nl5" bibid="bib15" firstref="ref13"></nolink> <nolink nlid="nl6" bibid="bib14" firstref="ref14"></nolink> <nolink nlid="nl7" bibid="bib16" firstref="ref15"></nolink>
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  Data: How Do Teachers Prepare for and Respond to Students' Evoked Emotions When Addressing Real Social Inequalities through Engineering Activities?
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  Data: <searchLink fieldCode="AR" term="%22Rodriguez%2C+Alberto+J%2E%22">Rodriguez, Alberto J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1269-2254">0000-0003-1269-2254</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Theory+Into+Practice%22"><i>Theory Into Practice</i></searchLink>. 2017 56(4):263-270.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Intelligence%22">Emotional Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Literacy%22">Critical Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering%22">Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Activities%22">Science Activities</searchLink>
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  Data: 10.1080/00405841.2017.1350497
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  Data: Making engineering and science culturally and socially relevant requires teachers to have broader content knowledge and an increased repertoire of pedagogical skills. One aspect of being an effective and culturally inclusive teacher that is seldom discussed is the ability to engage with the emotions associated with working for social justice. In other words, teachers need to be prepared to address the mixed emotions and desire to effect social change that students (children or adults) often experience when exposed to the very real social inequalities present in their own communities or in the world. This issue is particularly important now that the Next Generation Science Education Standards, and its emphasis on engineering practices, calls for students to engage in more problem solving of real world issues. This article seeks to raise awareness about "critical emotional pedagogy" and "critical emotional literacy" as 2 additional tools that are likely to augment teachers and researchers' professional tool kit when interested in building a culturally inclusive and socially relevant learning environment.
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