We are concerned with understanding the possibilities for designing pedagogical practices in support of equity-oriented and STEM-rich making for youth from historically marginalized communities.
One approach we have been developing is what we call “community ethnography as pedagogy” in support of equity-oriented STEM making. We are concerned with how youth are granted opportunities and supported in taking on making projects of relevance to their communities – both as they consider the social, political and ethical dimensions of the problems and solutions they hope to tackle, as well as the importance of their work towards community development. We are also concerned with the opportunities that youth have to move from understanding inequality to taking informed action. As facilitators and mentor-teachers, we recognize the urgency of exploring our pedagogical actions and choices for consequentially structuring and guiding/gatekeeping such opportunities.
Our stance on community ethnography as pedagogy is rooted in the traditions of critical ethnography. Community ethnography as pedagogy supports young people in engaging in reflexive inquiry with community members around both problems and solutions that drive their making. It also promotes opportunities for youth to see and critique systemic injustices in their communities and their future lives. Take for example, this quote shared with us by Samuel:
When you are engineering, when you are making your invention, first of all, you have to talk to people. You have to interview people in your community. You might know what the problems are, but you might not know how it matters to other people. You have to figure out how other people care, and you have to get their ideas, and learn what they know. . . When we made our library, we had to figure out that we needed to make it. We needed to know where it would go, what it could look like, and stuff we put in it. We had our ideas, but our ideas weren’t enough.
Samuel shared this view with us while reflecting upon his recent involvement in an afterschool STEM Club where he and his friend Fall built a “Little Free STEM Library” that they housed at their community club. They made the library so that the children at their club could have free and unfettered access to science books and mini-maker kits. They added blinking LED lights around the library, powered by a handcrank generator, to call attention to it, and to get kids curious about how it worked. Samuel and Fall were concerned that children in their community have ample time to practice their reading while also having the chance to “make things” for their community — concerns they felt were not adequately addressed at school.
This quote captures, in large part, how Samuel frames the importance of sustained engagement with his community as a part of the process of making. He makes the point that by interviewing and talking with different people in his community he could see the problems he cared about in new and different ways. Samuel also viewed his engagement with community as shaping the outcomes of his work as well. He needed to know, for example, where to put the finished library so that it would be accessible to others. His idea for including the mini-maker kits in the library was also inspired by observing how much the younger children enjoyed sneaking into the making space to play with the paper circuit materials.
Drawing upon ethnographic tools, such as dialogic interviews and observation, we conjecture that community ethnography as pedagogy can expand the boundaries of making – where making takes place, who makes, what counts as making, and expertise in making. Such practices can position youth’s historicized experience within a broader context and in direct connection to making. In addition, these practices may support youth in being recognized as creators of their own stories about their community, capable of representing themselves and others, and with important insider knowledge for doing so in powerful ways.
In our next blog post we will share a few examples of what this looks like in practice.