STEAM Education for Critical Consciousness: Discourses of Liberation and Social Change among Sixth-Grade Students

Abstract

Abstract In this case study, we present opportunities science, technology, engineering, arts, and mathematics (STEAM) education provided to a sixth-grade class. We collected observational and interview data in a language arts and a science class over 1 year. We used the liberation social psychology (LSP) framework to understand students’ discourses and discussions as they drew from science, engineering activities, and language arts ideas. Further, LSP allowed us to explore students’ engagement in critical reflection of social, racial, and other discrimination. The data analysis showed that STEAM education promoted the integration of science ideas, engineering design, social and critical consciousness. We found STEAM education supported discourses of critical reflection, racism, and social discrimination in class. Finally, we argue that STEAM education in Asia-Pacific and Global South countries has to be about critical consciousness, social change, and liberation of underrepresented groups and immigrants for more inclusive, sociopolitically conscious, and democratic STEAM education experiences.