Abstract
As opposed to practices that reinforce inequitable power structures, disciplinary practices in STEM that converge with themes of resistance (identified through Critical analysis) are better suited to support marginalized students. We identify two instances (within the setting of a computational physics course) where we notice resonance between disciplinary practices and queer theory. We use this queer reading of our learning environment to explore possibilities for queering physics education. We argue that identifying and amplifying STEM practices that are compatible with such themes can support justice-oriented pedagogy and align with efforts to incorporate agency and scientific practices into Physics classrooms.
| Original language | English |
|---|---|
| Title of host publication | Physics Education Research Conference, 2022 |
| Editors | Brian Frank, Dyan Jones, Qing Ryan |
| Publisher | American Association of Physics Teachers (AAPT) |
| Pages | 353-358 |
| Number of pages | 6 |
| ISBN (Print) | 9781931024389 |
| DOIs | |
| Publication status | Published - 7 Sep 2022 |
| Externally published | Yes |
| Event | Physics Education Research Conference, 2022 - Grand Rapids, United States of America Duration: 13 Jul 2022 → 14 Jul 2022 https://www.per-central.org/conferences/2022/ |
Publication series
| Name | Physics Education Research Conference Proceedings |
|---|---|
| ISSN (Print) | 1539-9028 |
| ISSN (Electronic) | 2377-2379 |
Conference
| Conference | Physics Education Research Conference, 2022 |
|---|---|
| Abbreviated title | PERC 2022 |
| Country/Territory | United States of America |
| City | Grand Rapids |
| Period | 13/07/22 → 14/07/22 |
| Other | PERC 2022 focused on "queering physics education" through an intersectional lens. By "queering," we centered queer theory which breaks down social constructions and hierarchies to unpack normalized assumptions. In the context of physics education, we apply the theory to unpack who has power in physics to control the production of future physicists, how physics policies and practices are sometimes built on ideas of punishment and power, and how PER embeds binaries in both its content and sociological research. Further, we wanted to encourage a dialogue that is both a critique and an imagining of a queer future for PER. Explicit attention was given to constructions of race, (dis)ability, gender, sexuality and how they interact and impact lived experiences. |
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