Abstract
ABSTRACT This paper aims to debate the need to change our discussions from the pedagogy of success to pedagogy for success. In justifying the prepositional shift, we discussed our understanding of success and pedagogy using some relevant literature, followed by the five key features which formulate our pedagogy for success. These features are the web of relations with people, learning objectives established subjectively (or not), the flow from knowledge patterns and streams, the experiential texture and the self and/or situationally ascribed evaluative tone. Each of the five features exhibits no set recipe of particular proportions that a teacher, student or professional can use to become successful in STEM or a toolkit that has certain STEM-based specific skills, abilities and knowledge leading to a successful STEM life. Instead, the pedagogy for success challenges the set criteria of success, by highlighting the ideology of personalised non-hierarchal successes from a variety of sources and spaces. Practically, using the five-featured theoretical framework, we have showcased the STEM stories of Amna and Samreen from our 2021 qualitative, entre-deux, autobioracy-styled data collection. Finally, discussing pedagogy for success using five crosscutting themes that exhibit a non-linear and long-lasting acquisition of a successful STEM life.
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