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Probing participatory partnerships: Equitably-consequential making by, for and with marginalized youth.

, , , and . FabLearn, page 1-8. ACM, (2016)

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Twinning iterative design with community cultural wealth: Toward a locally-grounded, expansive maker culture., and . FabLearn, page 168-171. ACM, (2019)Mobilities of Criticality: Space-Making, Identity and Agency in a Youth-Centered Makerspace., , and . ICLS, International Society of the Learning Sciences, (2016)Hacking a Path In and Through STEM: Unpacking the STEM Identity Work of Historically Underrepresented Youth in STEM., and . ICLS, International Society of the Learning Sciences, (2016)Practices for Social-Spatial Justice: A Community Project for Reclaiming the Local Science Center., , , , , and . ICLS, International Society of the Learning Sciences, (2020)Equity-oriented STEM-rich making among youth from historically marginalized communities., and . FabLearn, page 10:1-10:4. ACM, (2017)Empowering Under-Represented Middle School Youth in Engineering Knowledge and Productive Identity Work., , , and . ICLS, International Society of the Learning Sciences, (2014)Designing for Rightful Presence in 6th Grade Science: Community Ethnography as Pedagogy., and . ICLS, International Society of the Learning Sciences, (2018)Expanding Iterations in Making in Support of Community Wisdom., , , and . ICLS, International Society of the Learning Sciences, (2020)Participatory Planning and Teaching Restructuring Power Hierarchies and Supporting Learning Opportunities., and . ICLS, International Society of the Learning Sciences, (2020)Teacher learning about teacher-parent engagement: shifting narratives and a proposed trajectory., and . ICLS (1), page 722-729. International Society of the Learning Sciences / ACM DL, (2010)