Whose Design Matters?
Joanna Weidler‐Lewis, Cynthia Graville · 2019
Making-for-All narratives permeate discourses in education and policy without considering the challenges to implementing programming equitably for all. This paper describes a nascent research collaborative that aims to partner with incarcerated women to design making experiences that support inter-generational STEM learning-through-making. We describe our initial fieldwork in prison, including discussions with incarcerated women regarding their own STEM identities and conceptions of their children's learning. This work informs our larger effort to explore critical making and expansive learning that problematizes assumed parental roles, normative families, and the right to agency in design and decision making.