Principals, Paradigms, and Possibilities: STEAM Education Reform and the Centering of Black Life
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| Title: | Principals, Paradigms, and Possibilities: STEAM Education Reform and the Centering of Black Life |
|---|---|
| Language: | English |
| Authors: | Tesha Sengupta-Irving (ORCID |
| Source: | Urban Education. 2025 60(4):925-959. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | STEM Education, Art Education, Middle Schools, Principals, Educational Change, Administrator Attitudes, Neoliberalism, African American Students, Culturally Relevant Education, African American Culture, Cultural Capital |
| DOI: | 10.1177/00420859231170636 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | This analysis explores how middle school principals in the southern U.S. made sense of a multiyear STEAM education reform. Principals' retrospective and prospective accounts, conveyed in interviews (n = 9), are dominated by neoliberal paradigms and seldom reflect Black families' everyday cultural life as a resource for learning. We conclude that without redirection, the reform stands to continue divesting from Black life in schools. In an exercise in Black specificity, we propose Black Futurity STEAM as an alternative reform imaginary that centers the creative impulses and capacities of Black children and cultural life in disciplinary learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471982 |
| Database: | ERIC |
| Abstract: | This analysis explores how middle school principals in the southern U.S. made sense of a multiyear STEAM education reform. Principals' retrospective and prospective accounts, conveyed in interviews (n = 9), are dominated by neoliberal paradigms and seldom reflect Black families' everyday cultural life as a resource for learning. We conclude that without redirection, the reform stands to continue divesting from Black life in schools. In an exercise in Black specificity, we propose Black Futurity STEAM as an alternative reform imaginary that centers the creative impulses and capacities of Black children and cultural life in disciplinary learning. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859231170636 |
