Bencze, L; Reiss, MJ; Sharma, A; Weinstein, M; (2018) STEM Education as “Trojan Horse”: Deconstructed and Reinvented for All. In: Bryan, L and Tobin, K, (eds.) 13 Questions: Reframing Education's Conversation: Science. (pp. 69-87). Peter Lang: New York, NY, USA.

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Abstract

‘STEM’ (Science, Technology, Engineering and Mathematics) education initiatives have grown significantly and, indeed, seem hegemonic — rallying a vast array of powerful actants to their causes. Although there is a certain amount to celebrate, we argue that — like subterfuge inherent to a ‘Trojan horse’ — many potential hazards to the wellbeing of individuals, societies and environments are hidden within STEM education programs. Many such programs, for instance, promise more STEM jobs and consequent material welfare. However, it seems that such jobs may become more precarious while differences between rich and poor increase. Moreover, with STEM education proponents’ apparent penchant for increased for-profit productivity, serious potential social and environmental problems — like those linked to catastrophic climate change — appear increasingly likely. Perhaps also misleadingly, while STEM education initiatives tout emphases on integration, we note exclusion of critical and activist perspectives that might contribute to a better world. Although we propose some alternatives that we feel can promote social justice and individual and environmental wellbeing, we also suggest that those promoting social justice and environmental sustainability through science education need to learn from neoliberals and focus on developing networks of mutually-supportive living, nonliving and symbolic entities.

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