Portraits of Our Practice: Using Black Canadian Feminist Theorizing to Reflect on STEM Curriculum Research and Practice

The landscape of Science, Technology, Engineering, and Math (STEM) education in the United States and Canada is diverse and multifaceted. Within its complex landscape, there is a growing number of educators that call for a sociopolitical turn in mathematics education and science education (Gutierrez, 2013; Tolbert & Bazzul, 2017). The focus of sociopolitically conscious and responsive STEM education scholars includes understanding and documenting the ways that mainstream STEM research and practice has disempowered students, particularly students of color. These mechanisms include perpetuating the deficit narrative and focusing on the needs of teachers and researchers rather than on the needs of the students and communities (Martin, 2009).