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Designing for Rightful Presence in 6th Grade Science: Community Ethnography as Pedagogy.

, and . ICLS, International Society of the Learning Sciences, (2018)

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Probing participatory partnerships: Equitably-consequential making by, for and with marginalized youth., , , and . FabLearn, page 1-8. ACM, (2016)Designing for rightful presence in STEM-rich making: Community ethnography as pedagogy., and . FabLearn, page 8:1-8:8. ACM, (2017)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)Seeing and supporting identity development in science education., , , , , , and . ICLS (3), page 214-220. International Society of the Learning Sciences, (2008)Expanding Iterations in Making in Support of Community Wisdom., , , and . ICLS, International Society of the Learning Sciences, (2020)The role of place in science learning among urban middle school students: science as a context and tool., , and . ICLS (1), page 109-127. International Society of the Learning Sciences, (2008)Equity-oriented STEM-rich Making Among Youth From Historically Marginalized Communities., and . ICLS, International Society of the Learning Sciences, (2018)Equity-oriented STEM-rich making among youth from historically marginalized communities., and . FabLearn, page 10:1-10:4. ACM, (2017)