Disciplinary Inqu[ee]ry in Computational Physics

Anna Mclean Phillips, Ezra Gouvea, Brian Gravel, Timothy J. Atherton

Research output: Chapter in Book/Report/Conference proceedingConference PaperOther


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 languageEnglish
Title of host publicationPhysics Education Research Conference, 2022
EditorsBrian Frank, Dyan Jones, Qing Ryan
PublisherAmerican Association of Physics Teachers (AAPT)
Number of pages6
ISBN (Print)9781931024389
Publication statusPublished - 7 Sept 2022
Externally publishedYes
EventPhysics Education Research Conference, 2022 - Grand Rapids, United States of America
Duration: 13 Jul 202214 Jul 2022

Publication series

NamePhysics Education Research Conference Proceedings
ISSN (Print)1539-9028
ISSN (Electronic)2377-2379


ConferencePhysics Education Research Conference, 2022
Abbreviated titlePERC 2022
Country/TerritoryUnited States of America
CityGrand Rapids
Internet address

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