Collections At a Glance

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Sputnik Spurs Passage of the National Defense Education Act

From Collections
Publics: Exclusions & Inclusions in STEM Education

Webpage from the US Senate "Historical Highlights 1941-1963" about how the launch of the Sputnik in 1957 led to massive investment in education, designed to counter "strong resistance to federal aid to education" in the Senate for decades. But why the framing as a defense act?

"On the day Sputnik first orbited the earth, the chief clerk of the Senate’s Education and Labor Committee, Stewart McClure, sent a memo to his chairman, Alabama Democrat Lister Hill, reminding him that during the last three Congresses the Senate had passed legislation for federal funding of education, but that all of those bills had died in the House. Perhaps if they called the education bill a defense bill they might get it enacted. Senator Hill—a former Democratic whip and a savvy legislative tactician—seized upon on the idea, which led to the National Defense Education Act."

Trade Books: Scientists' Stories

From Collections:
Stories: People & Portraits
STE(A)MM: Creative Commoning
Publics: Inclusions & Exclusions in STEM Education

This is a collage made on Canva of book covers from the list "Outstanding Science Trade Books for Students K–12: 2022" published annually by the National Science Teaching Association (NSTA). 

The collection will comprise of found and created educator and practitioner biographies that aspire to create and mobilize STEM publics. This example represents the dilemma of the collection: How to make biographies while pushing back the narrative of the individual genius? How to tell stories about particular individuals and not reify their characterization?

EcoEd at RPI

From Collections
EcoEd: Legacies & Futures
STE(A)MM: Creative Commoning
CritSTEM: Openings & Obstacles

The EcoED program at RPI, New York. Started in 2012, the program connected undergraduate students at RPI to school students to bring "environmentally-focused" education into the K-12 classroom. Students from different majors designed environmental curricula oriented around complex systems and scales thinking to grapple with literacies and capacities critical to focus education as an important stakeholder in environmental advocacy and governance. As an experiment in developing educational capacities, the EcoEd program is a critical opening in thinking about what kind of science and science teaching is needed for complex problems. 

Creating Balance in an Unjust World Cover

From Collections:
Collectives: Action & Activism

Screenshot of the cover image of the conference Creating Balance in an Unjust World, in its 9th iteration. The 3-day conference brings together
educators, parents, activists, scholars, and community members exploring links between social justice and mathematics education. One of their overarching themes is culturally relevant and place-based pedagogy in STEM education. 


The archive is designed to recollect stories, experiences, examples, and initiatives that have attempted to reimagine science pedagogy for various ends. It is also designed to cover stories of success in pushing against the grain of science education.

STEM has unprecedented aspirational value in shaping how people think and make decisions, from shaping subjectivities to macro-level political and economic issues. At the same time, STEM actively limits possibilities of selfhood and society, as evident from its colonial, imperial, carceral, and heteronormative entanglements. How does pedagogy shape science, and broadly, STEM? How is science transmitted as a social, political, and cultural object through pedagogy in different settings and times? In turn, how is science shaping pedagogy? To approach these questions, this archive brings together insights from science and technology studies, science education, anthropology of education, critical university studies, and pedagogical theory and history. This archive responds to anyone who is interested in thinking about entrenched ways of learning and teaching science, and reimagining science pedagogy. The archive is actively evolving to the concerns of scholars and educators. 


1. Science as both aspirational and aesthetic; and extractive and deterministic
2. Schooling as both a disciplinary and a laboratory space
3. Interdisciplinarity and recuperation of disciplinary silos
4. Reproduction of conventional educational hierarchies and classifications while naming them 
Reproducing cultural and place-based essentialism in STEM education while critiquing systems of oppression and reification 


The archive will be hosted in STS Infrastructures. This ethnographic and collaborative digital research and publication platform is an “instance” of an open-source, Drupal-based public knowledge infrastructure called PECE. The instance is designed to support people and collectives working on social and cultural analysis of science in different settings.

PECE implements recommendations for data management made by the Research Data Alliance (, an international organization that brings together technologists and diverse domain communities (including cultural anthropologists) to support research data sharing within and across disciplines, countries and technologies. RDA’s recommendations (released by its Working Group on Practical Policies) include directives for metadata interoperability; data access control; data format control; data retention and disposition; recording of provenance; and data backup.  These recommendations can be accessed at:doi: 10.15497/83E1B3F9-7E17-484A-A466-B3E5775121CC.

Researchers can remove their data from a PECE instance at any time. 


Return to Prerna Srigyan's research program 

Go to an overview of Prerna Srigyan's dissertation project

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