Challenging a curriculum of disembodiment

STEM education in two Canadian classrooms

Authors

  • Tasha Ausman University of Ottawa
  • Catherine James University of Ottawa

DOI:

https://doi.org/10.32674/82hs0y89

Keywords:

Culturally relevant pedagogy, Habitus, History of Mathematics and Science, Disembodiment

Abstract

We conceptualize the effects of the absence of cultural and historical narratives in science and mathematics as a phenomenon which distances the learner from the rich cultural and narrative histories in STEM subjects through a theoretical framework we call a curriculum of disembodiment. Using Bourdieu (1986) to understand the habitus that STEM students currently occupy, we contend that children are taught to strive for greater social and economic power through STEM learning designed for utilitarian purposes that garner them social and economic capital.  Facing feelings of anxiety, disembodiment and trauma, many secondary students have a contentious or nearly absent relationship with our STEM courses.  In response, we implemented culturally relevant teaching practices and assessments (Ladson-Billings, 1995). The results included higher student engagement and increased student voice.

 

Author Biographies

  • Tasha Ausman, University of Ottawa

    TASHA AUSMAN, PhD, is an LTA Professor at the University of Ottawa and a full-time mathematics and science teacher with Western Quebec School Board in Gatineau, Canada. Her research employs decolonizing, psychoanalytic, and post-colonial frameworks in the areas of Curriculum Studies, STEAM, and Queer Studies.  She is currently working on research approaches to decolonize science and mathematics teaching in secondary classrooms, and on employing curriculum studies frameworks to understand the intersection between visual-arts-based pedagogies and biology.  Email: tausman@uottawa.ca

  • Catherine James, University of Ottawa

    CATHERINE JAMES, PhD, is a Part-Time Professor at University of Ottawa with the Faculty of Education, and full-time mathematics teacher with Western Quebec School Board in Gatineau, Quebec.  Her teaching employs anti-racist and culturally relevant pedagogies.  Her research interests include mathematics education, assessment, 21st century pedagogies, and curriculum studies.  Email: cjames@uottawa.ca

Additional Files

Published

2025-01-04

Issue

Vol. 4 (2025): American Journal of STEM Education: Issues and Perspectives

Section

Articles

How to Cite

Ausman, T., & James, C. (2025). Challenging a curriculum of disembodiment: STEM education in two Canadian classrooms. American Journal of STEM Education, 4, 48-65. https://doi.org/10.32674/82hs0y89