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I have been collaborating with youth in community-based making spaces for the past 8 years.

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How to center community cultural wealth and youth agency in making

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STEM-Rich Maker LearningDesigning for Equity with Youth of ColorAngela Calabrese Barton, Edna Tan

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STEM-Rich Maker LearningDesigning for Equity with Youth of ColorAngela Calabrese Barton, Edna Tan

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Table of Contents

Foreword by Yasmin Kafai

Chapter 1. Equity and the Maker Movement
The Promise of the Maker Movement
Building a Framework for Equitable and Consequential Maker Learning
Light-Up Scooter
Learning with Youth: The Chapters in This Book

Chapter 2. Working Towards an Equitable and Consequential Culture of Youth-Based Maker Learning
Feeling Accomplished
Considering Equitable and Consequential Maker Learning: Mobilities of Criticality
How We Use a Mobilities of Criticality Framework
Mobilities of Criticality: Why We Focus Our Work in Community Partnerships
Looking Ahead

Chapter 3. "We Wanna Makerspace!": Youth Participatory Action Research Towards the Design of Equity-Oriented Making
Design of Making Environments
Youth Participatory Action Research
The Unfolding of an Investigation
Critical Moments
Discussion
Looking Ahead: Challenging the Boundaries of Making and Makerspaces

Chapter 4. Youth as Community Ethnographers
Youth as Community Ethnographers
Community Ethnography as Pedagogy in Making
Community Ethnography Toward New Practices and Spaces of Making
Community Dialogues and Observations Toward Refining the Problem Space
Community Ethnography for Equitable and Consequential Making

Chapter 5. Co-Making: Imagining New Social Futures Through Community Making
Supporting a Culture of Co-Making
Co-Making Toward New Relationalities in Making
Negotiating Tensions Inherent in Relationality and Co-Making
Looking Ahead

Chapter 6. Making for a More Just World
Stories of Youth Makers
Rooted in Community
Making for Place and Place-Making
Looking Ahead

Chapter 7. Seeding an Authentic Community Making Culture
Organizing for Material Re-Imaginings and New Social Futures
Expanding Maker-Roles, Expanding Agency
Looking Ahead

Chapter 8. Making and the Equity Agenda: Looking Forward
Equitable and Consequential STEM-Rich Making and Maker Learning
Co-Creating an Emergent, Community-Focused Youth Making Culture with Youth Makers

References

Index

About the Authors

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Table of Contents Foreword by Yasmin Kafai Chapter 1. Equity and the Maker Movement The Promise of the Maker Movement Building a Framework for Equitable and Consequential Maker Learning Light-Up Scooter Learning with Youth: The Chapters in This Book Chapter 2.

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Learning Space in Our College of Ed

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Digital Innovation and Learning Lab (DIALL)

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Digital Innovation and Learning Lab (DIALL)

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Program coordinator and website designer

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Ethnographic Research Study

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Exploring Boundaries:  Expanding the Linguistic Landscapes of Tucson

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Principles for Equitable Design of STEM Makerspaces Workshop

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Principles for Equitable Design of STEM Makerspaces Workshop

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An NSF Workshop from Feb. 2019

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2019 STEM for All Video Showcase: Innovations in STEM Education

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This four-day convening provided a forum to (1) exchange innovative ideas and share challenges and opportunities, (2) connect practical and research-based expertise and (3) form cross-institutional...

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Corrected Equity, Literacies, and Learning in Technology-Rich Makerspaces.pdf

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I’m co-designing maker kits alongside incarcerated women for family visitation rooms

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I’m co-designing maker kits alongside incarcerated women for family visitation rooms

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STEM Ecologies of Learning for Families: Supporting Intergenerational Learning through University-Prison Partnerships

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PhD student in Educational Psychology. Jewel Lewis Scholar and Graduate Assistant in the NSF funded Equity Network project. Previous Masters in psychology from Arizona State University. Presented making work at SLAT Roundtable conference hosted at University of Arizona via zoom Spring 2021

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Exploring the Role of Language as Mediation

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Exploring the Role of Language as Mediation

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A Recent Presentation

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Organic Dialogue_  Exploring the Role of Language as a Mediation Tool in Established Community Organizations [Autosaved].pptx

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A Recent Presentation

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Exploring Boundaries:  Expanding the Linguistic Landscapes of Tucson

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Landscape Scan of Tucson Making Organizations 

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Landscape Scan of Tucson Making Organizations 

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A Recent Presentation

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Tucson Landscape Scan- Making Organizations

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Landscape Scan of Tucson Making Organizations

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Landscape Scan of Tucson Making Organizations

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A Recent Presentation

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Tucson Landscape Scan- Making Organizations

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Landscape Scan of Tucson Making Organizations

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Landscape Scan of Tucson Making Organizations

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A Recent Presentation

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Tucson Landscape Scan- Making Organizations

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Landscape Scan of Tucson Making Organizations

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Landscape Scan of Tucson Making Organizations

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A Recent Presentation

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Tucson Landscape Scan- Making Organizations

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Landscape Scan of Tucson Making Organizations

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Landscape Scan of Tucson Making Organizations

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A Recent Presentation

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Tucson Landscape Scan- Making Organizations

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Principles of Equity Centered Design of STEAM Learning-Through-Making 

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Principles of Equity Centered Design of STEAM Learning-Through-Making 

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Latina interdisciplinary scholar and doctoral student in Language, Reading and Culture with a focus in Social Justice & Diversity and Immigration and Education. Minor in Mexican American Studies with a focus on borderlands. MA focus on Indigenous and Multicultural Education and Language Planning & Policy. Graduate Associate in the NSF funded Equity Network Project.

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Research Associate Professor Boston University

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Research Associate Professor Boston University

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Colleagues and I have been working to design and understand multi-age making spaces in which adults and teens are co-learners.

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Currently we seek to understand making as critically relational practices for transformation of learning spaces.

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Assistant Professor, STEM Education, Tufts University.

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Assistant Professor, STEM Education, Tufts University.

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Brian studies how people of all ages use representations to work and learn in STEM. As a former engineer and teacher, he has always loved building things and exploring how materials behave and interact.

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Building and sustaining partnerships among researchers, educators, and the community has become a central thread of how I'm thinking about making, networks, and STEM-rich learning

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Kayla DesPortes is an Assistant Professor of Human-Computer Interaction and the Learning Sciences at New York University

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Kayla DesPortes is an Assistant Professor of Human-Computer Interaction and the Learning Sciences at New York University

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Her research vision is to use computing education to empower learners who are typically marginalized by technology. In her work, she applies a variety of participatory methods to design and study artistic computing learning environments, makerspaces, and the technology that supports them. She works in collaboration with educators, learners, artists, and community organizations. This work has led her to explore ways for learners to leverage their cultures and values as they build expressive designs with computing and engage with their community.

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Supporting community involvement, developing computing/technology learning experiences that support community growth.

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Dr. Susan Klimczak has been serving and volunteering as the education organizer (community organizer - master educator - servant leader) of Learn 2 Teach, Teach 2 Learn at the South End Technology Center @ Tent City (SETC) since 2001.

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Dr. Susan Klimczak has been serving and volunteering as the education organizer (community organizer - master educator - servant leader) of Learn 2 Teach, Teach 2 Learn at the South End Technology Center @ Tent City (SETC) since 2001.

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She has led the efforts to develop the Learn 2 Teach, Teach 2 Learn model for informal and formal constructionist culturally relevant STEAM (Science, Technology, Engineering, Art+Design, Math) education through a participatory design process engaging children, teenaged youth teachers, and college mentors, most of whom are young people of color whose families live with low incomes.

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The needs of youth in healing from trauma generated by COVID 19, online learning, and Black Lives Matters & Stopping AAPI Hate; need for funding of local programs that engage underserved youth over long periods of time (elementary; high school, college); supporting young people who move on and face obstacles in engineering and technology programs at college rooted in systemic and historic injustice; role of after school programs in generating models for school reform in STEM education

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DIVAS for Social Justice, Executive Director

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DIVAS for Social Justice, Executive Director

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For the past 13 years I have worked with youth to create multimedia projects that impacted community issues that are underserved. The Social Justice Makerspace For All provides access to free classes for all people and is located in a mixed affordable housing unit and across the street from a housing project.

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Dionne is an engineer, dancer, arts educator, and education researcher.

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Dionne is an engineer, dancer, arts educator, and education researcher.

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Dionne's work has focused on the design and ethnographic study of learning environments that blend STEM and creative embodied learning activities, particularly for children who have experienced feelings of marginalization in STEM education settings (e.g. African Americans, girls).

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Ethnographic and design based research of informal learning environments where youth engage in making that integrates STEM and arts; investigating learning and identity development through dance/Making, culturally sustaining learning environments through hip hop making

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Professor, University of Michigan  My research focuses on issues of equity and justice in STEM-rich making in community settings. 

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Professor, University of Michigan  My research focuses on issues of equity and justice in STEM-rich making in community settings. 

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Angie takes an historicized and future-oriented ecological and participatory approach to give witness to and learn with community partners (teachers, youth, parents, community educators, and researchers ).

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Associate Professor of Computing and Innovation directing the Extending Access to STEM Empowerment (EASE) Lab

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Associate Professor of Computing and Innovation directing the Extending Access to STEM Empowerment (EASE) Lab

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His research and teaching is informed by his work in the Human-Computer Interaction (HCI) domain, drawing heavily from his specialization: developing tangible interactive systems for making and learning. He develops technology and community platforms to facilitate learners becoming empowered to make and make a difference in their neighborhoods.

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Return To Full-Time Faculty

Amon Millner, Ph.D.

Education

Ph.D., Media Arts and Sciences, MIT, 2010
M.S., Human Computer Interactions, Georgia Tech, 2003
B.S., Computer Science, USC, 2001

Select Courses Taught

Designing Resources for Empowerment & Making (DREAM)
Software Design

Research

The intersection of human computer interaction, tangible user interface design, community organizing

Biography

Dr. Amon Millner is an Associate Professor of Computing and Innovation directing the Extending Access to STEM Empowerment (EASE) Lab. His research and teaching is informed by his work in the Human-Computer Interaction (HCI) domain, drawing heavily from his specialization: developing tangible interactive systems for making and learning. He develops technology and community platforms to facilitate learners becoming empowered to make and make a difference in their neighborhoods.

Millner creates engaging environments and tools that support learners of all ages increasing their capacity to innovate - leveraging a hands-on approach. Dr. Millner especially enjoys designing, developing, and deploying technological systems that allow novices to invent their own interactions between the physical world and the digital world. An example hardware interface is the PicoBoard (selling at sparkfun.com), a sensor board that Dr. Millner co-created while helping to invent the Scratch programming language. An example software interface comes from a startup that Millner co-founded, Modkit - producer of the graphical programming interface to the VexIQ robotics system.

Dr. Millner has established local and international hubs for learning, making, and digital fabrication, shaping the ways in which networks such as Computer Clubhouses and Fab Labs have evolved. His international recognition includes a designation as a Fulbright Specialist/Grantee. Millner, a champion in the Maker Movement, has authored computing curricula for K-12 classrooms.

Millner contributes to multiple research communities, particularly conferences that focus on: tangible user interface design, interaction design and children, and digital media and learning. Dr. Millner, a patent holder, earned a Ph.D. in Media Arts and Sciences from MIT; a M.S. in Human Computer Interactions from Georgia Institute of Technology; and a B.S. in Computer Science from the University of Southern California.

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Return To Full-Time Faculty Ph.D., Media Arts and Sciences, MIT, 2010 M.S., Human Computer Interactions, Georgia Tech, 2003 B.S., Computer Science, USC, 2001 Designing Resources for Empowerment & Making (DREAM)Software Design The intersection of human computer interaction, tangible user interface design, community organizing Dr. Amon Millner is an Associate Professor of Computing and Innovation directing the Extending Access to STEM Empowerment (EASE) Lab.

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UC San Diego              Associate Professor  

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UC San Diego              Associate Professor  

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Youth Civic and Political Participation; Learning in Informal Settings; Media and Technology for Learning; Mathematics in Context; Parent Advocacy; Anthropology and Education; Qualitative Research Methods

Angela Booker is currently studying ways youth, families, and schools make use of media and technology for participation, learning, and community development. She is particularly concerned with addressing barriers that diminish access to public participation among underrepresented and disenfranchised communities. She uses ethnographic, qualitative, and design-based research methods to examine typical and emerging practices where youth and adults work together (and at times, in conflict). Collaborations with youth, community partners, educators, and scholars form the basis of her work.

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Assistant Professor in the School of Education’s Teaching, Learning and Curriculum Program

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Assistant Professor in the School of Education’s Teaching, Learning and Curriculum Program

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His research interests include engineering & science education, urban education, and elementary teacher education. Wright most recently presented a paper on “Exploring ways to help urban elementary students meet the language and literacy demands of collaborative engineering design” at the Annual International Conference of the National Association for Research in Science Teaching. Wright’s office can be found at Room 335, 3401 Market St. He can be reached at 215-571-3898 and at cgw57@drexel.edu.

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Christopher G. Wright, PhD - School of Education

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Engineering & Science Education

Urban Education

Elementary Teacher Education

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Associate Professor of Teacher Education

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Associate Professor of Teacher Education

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Cliff's research focuses, in large part, on the Critical multiliteracies of urban youth in out-of-school contexts and within Ethnic Studies classrooms.  He is a former English, social studies, and media arts public high school teacher in East Oakland, California.

His research, teaching, and social justice work reflect his passion for transforming the educational and life trajectories of urban youth as he examines and creates opportunities for participants to engage in work at the intersections of critical literacies, computational thinking practices, and youth culture.

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Clifford Lee | Mills College - Academia.edu

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Academia.edu is a place to share and follow research.

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Associate Professor in the Department of Computer Science at the University of New Mexico

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Associate Professor in the Department of Computer Science at the University of New Mexico

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Her work explores the intersection of computer science, art, design, and education. Her goal is to engage broad and diverse audiences in understanding, designing, and building technology for themselves. She has done foundational work in paper- and fabric-based electronics and her inventions include the LilyPad Arduino, a construction kit for sew-able computing. Previously, she was an associate professor at the MIT Media Lab, where she founded and directed the High-Low Tech group. Her research was the recipient of an NSF CAREER award and the 2017 Edith Ackerman award for Interaction Design and Children. Leah received a PhD in computer science from the University of Colorado at Boulder and a BA in physics from Skidmore College. At both institutions she also studied dance, theater, fine art, and design.

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Research Assistant Professor, Boston University

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Research Assistant Professor, Boston University

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Dr. Olivares is an artist, poet, and research scientist whose work explicitly acknowledges and challenges the role of race and racism as obstacles for achieving equity in STEM through research, practice, professional development, mentoring, and outreach activities for youth and communities of color. Through design-based research, she works with youth, teachers, and researchers to design formal and informal learning environments that support expansive understandings of STEM. Her research includes examining forms of attunement toward intercultural ways of knowing and being, and re-conceptualizing representation and dissemination of scholarship to include multiple forms of art and humanistic expression.

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Techbridge Girls, Chief Executive Officer

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Techbridge Girls, Chief Executive Officer

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Nikole Collins-Puri is a social justice visionary, strategist, advocate and mentor who has committed her life to unleashing the potential of untapped communities. She’s the CEO of Techbridge Girls, a nonprofit organization that excites, educates and equips girls from low-income communities through STEM, empowering them to pursue STEM careers and achieve economic mobility and financial security as adults.

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Meeta believes in the power of out-of-school time programs to support youth from underserved communities to reach their best selves. She has designed, monitored and created high-quality systems of out of school time programs for over 25 years, first in New York City, then in Washington, DC and now, nationally as the Vice President of Programs and Strategic Partnerships at Techbridge Girls.

In her work, Meeta brings a positive youth development guiding framework, as well as her background in social work, and commitment to social justice. As an immigrant and granddaughter of freedom fighters in India, Meeta is compelled to bring about change for large numbers of girls through high quality programs and services.

Prior to Techbridge Girls, Meeta established the system of afterschool programs for Washington, DC. In New York City, Meeta developed and supervised a large, multi-site community-based afterschool and summer program, and she expanded corporate mentoring programs with 20 Fortune 500 companies through Big Brothers Big Sisters. She has also operated a private consulting firm advising nonprofits on evaluation and strategic planning.

Meeta holds a BS in Marketing and Management from Penn State University and an MSW from Columbia University in New York City.

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Meeta believes in the power of out-of-school time programs to support youth from underserved communities to reach their best selves. She has designed, monitored and created high-quality systems of out of school time programs for over 25 years, first in New York City, then in Washington, DC and now, nationally as the Vice President of Programs and Strategic Partnerships at Techbridge Girls.

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Northwestern University, Assistant Professor of Instruction

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Northwestern University, Assistant Professor of Instruction

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Paula Hooper is an assistant professor of instruction in the Master of Science in Education program and Learning Sciences. She received her PhD from the MIT Media Lab. Her research addresses how children come to understand computational ideas from a sociocultural perspective and how to support educators in the design of learning environments that use digital tools to engage all learners in learning through making.

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Professor                     Education (Gevirtz School) Educational measurement | Bilingual education     

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Professor                     Education (Gevirtz School) Educational measurement | Bilingual education     

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Specialization

Educational measurement; bilingual education, design and evaluation of literacy interventions for at-risk students, cognitive psychology: cognition, intelligence, memory; psychosocial development.