Abstract This forum paper is a response to Heather Lavender’s article, “The sociocultural practices in a science classroom and the influence on black girls’ girlhood.” In her article, Lavender emphasizes the need for science teachers to be more intentional in fostering Black girls’ interest and achievement in science through classroom activities. Mr. K, the science teacher of the girls in that study, admits to being challenged with connecting his science lessons to the lives of his students, especially those who are from cultures outside of his own. As a result, his Black female students display marginal engagement in science and science class activities. This issue of Black girls feeling disconnected and disengaged in school science is not unique to Mr. K’s class, but a widespread concern in many educational settings. This phenomenon is driven by several interconnected factors that I discuss in this forum.

Abstract Using sociocultural perspectives and Black girlhood studies, this study focuses on the only two 5th-grade Black girls in their science classroom at a private school. Daily classroom observations, interviews, artifacts, and a modified Draw-A-Scientist Test (mDAST) were the data sources collected over 11 weeks. These data aided in elucidating the participants’ perception of science and scientists, as well as the effect of instructional strategies’ on their conceptual understanding and application of scientific experimentation. Peer-to-peer relationships influenced their engagement, leadership, and perceived value during collaborative work. Though the space of their private school allowed them to experience more science time beyond the national recommendations and with an excess of classroom supplies and resources, the girls were lukewarm in their sentiments toward school science, and the degrees of cultural representation in science activities influenced their engagement in scientific inquiry. The implications of this study relate to students’ interest, their use of speech, manipulation of tools and concepts, and a close examination of the positive ways that they show up for science. Educators and researchers may exert greater effort in exploring and expanding different spaces where Black girls are educated.

Abstract In this position paper, we argue that while Westernized STEM education has permeated globally and are valuable for advancing knowledge, it has caused disparities amongst the indigenous and vulnerable communities due to hegemonic and subjugation of STEM colonization. To argue this point, we use the lens of Cultural Decolonization to critique the current biasness in STEM education and reflect on the need for cultural integration into STEM education at school and tertiary levels. We also explore ‘the other ways’ of knowing and integrating cultural knowledge and practices into the STEM curricula in two Global South countries, namely, South Africa and Mauritius. In order to bridge the knowledge divide in education, we argue that a decolonized STEM-IKS education can address the current global challenges by integrating indigenous knowledge in seeking integrated solutions to the many global changes that exist or may arise. This process of explicit integration means a deliberate conscientization, transformative and action-based education that will stimulate policy makers, curriculum planners, independent assessment authorities, educators and students towards a critical, social and active global citizenry, underpinned by a decolonized STEM-IKS education. The implications for pedagogy are discussed with some examples of how a transformed curriculum may be envisaged for the Global South.

Abstract This paper looks at the impact of gender on the way mistakes are managed in mathematics education. If first describes the historical interweaving of error, mathematics and gender. Subsequently, using microsociology based on a feminist and socio-constructivist paradigm, it documents and analyses both practicing and trainee mathematics teachers’ experiences of error. We identify the effects of hegemonic masculinity on contexts of mathematical teaching and learning. With respect to mistake-handling related experiences, this manifests as competitiveness and aggressiveness, which have significant ramifications for student participation, particularly in the case of women. In response, we propose metacognition-assisted solving of problems with a low floor and a high ceiling as means to move away from mathematics education for war towards the recognition of vulnerability.

Abstract This article presents a conceptual framework, Black Love, to support Black youth’s STEM learning in a community-based informal STEM program. The Black Love framework is emergent of Worsley’s on the ground work within the community and facilitation of STEM to Black youth as a Black woman. Black Love draws from the theoretical frameworks of politicized care and rightful presence to look at the educator–youth relationship and youth’s perspective of their presence within the STEM program. It asks the question: What does it mean to engage in informal STEM teaching and learning when the environment is undergirded in the principles of Black Love? Participatory design research is used to look at the co-constructed culture of STEM learning environments. From the data, two vignettes are presented that focus on; (1) STEM-related onto-epistemologies and (2) critical relationality focused on integration of youth voice and interest.