Abstract
ABSTRACT This paper reflects on the classroom use of the Star Trek American science fiction television franchise to teach critical and emotional geographies to undergraduates specializing in science, technology, education, and mathematics (STEM). Both science fiction and STEM education are ambivalent and contradictory scenes of social reproduction, extending a promise of social transformation, but often maintaining complicity in heteropatriarchy, racial capitalism, and empire. Enlivening students to what Ashon T. Crawley calls the “otherwise possibilities” immanent to both science fiction and STEM education is necessarily difficult emotional work. Reflecting on teacher shame and anxiety and student resistance to course material, I turn to psychoanalysis, particularly the work of Donald W. Winnicott, to argue that Star Trek offers a richly contradictory “transitional object” for students to play with otherwise possibilities.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
