Of designs and disappointments: Some limits to participatory research in a third world context

This paper introduces issues associated with the practice of participatory research (PR) in a Third World context by describing the experience of carrying out a study of urban housing cooperatives in Zimbabwe. A contrast is presented between the PR model, derived from the literature, and the implementation of this model. Five explanations for the discrepancy are proposed, including: differences between the rural and urban context, the questionable suitability of PR for multiple and concurrent case studies, and the need for early intervention. The paper concludes that a methodology is needed for assessing whether a given research context is appropriate for application of a PR model.     

The racial politics of STEM education in the USA: interrogations and explorations

ABSTRACT

This special issue brings together a mix of early-career, mid, and senior scholars to critically examine current realities of, and boldly imagine future possibilities for, STEM education in the lives of racially minoritized children in the United States. Given the implicit and sometimes explicit aspirations of STEM education to be a counteracting force against racialized injustice, how do students and communities of color experience and make sense of STEM reforms/initiatives? By examining a broad range of STEM contexts including mathematics, computer science, science and environmental science education, and through a diversity of methodological approaches, this special issue aims to contribute to a scholarly conversation about how racialized power intersects with the larger themes and foci of STEM education. In our introduction, we both highlight broad themes of the issue, and offer possible directions for future research at the intersections of race, power, and STEM.     

Exploring Politicized Trust in a Racially Diverse Computer Science Classroom

ABSTRACT

Over the past decade, abroad range of policymakers, corporations, educators, and scholars in the United States have catapulted computer science (CS) education from the sidelines to the center of K-12 public education discourse. While calls for CS education are often framed in terms of national and economic competitiveness, there is a growing interest amongst equity scholars in curricular interventions that directly engage the ethical and sociopolitical issues surrounding CS and its role in society. Yet, less attention has been given to how sociocultural dynamics of classrooms play a mediating role in these spaces. Drawing on video data from an equity-oriented CS classroom, we argue aconflict that arose during design activities was rooted in alack of trust and solidarity between students. Ultimately, we make the case that in addition to curricular innovations, equity efforts in CS education must prioritize the cultivation of positive student relationships.     

Mapping Socioeconomic Exposure for Flood Risk Assessment in Italy

Detailed spatial representation of socioeconomic exposure and the related vulnerability to natural hazards has the potential to improve the quality and reliability of risk assessment outputs. We apply a spatially weighted dasymetric approach based on multiple ancillary data to downscale important socioeconomic variables and produce a grid data set for Italy that contains multilayered information about physical exposure, population, gross domestic product, and social vulnerability. We test the performances of our dasymetric approach compared to other spatial interpolation methods. Next, we combine the grid data set with flood hazard estimates to exemplify an application for the purpose of risk assessment.