Connecting Critical Participation and Critical Pedagogy

As described in our NSF proposal, frameworks that inform our thinking about STS as critical pedagogy include critical participation and critical pedagogy. How can we create learning environments that support students’ development of critical thinking skills as applied to the examination of science and technology in society, while modeling reflexivity and being open to learning alongside them? How can we think of learning environments as simultaneously sites of knowledge production, as opposed to sites of knowledge transmission?