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Cognition and Instruction Volume 37, 2019 - Issue 3: STEM Learning: For Whom and Toward What Ends?
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Commentary

The Restorying of STEM Learning Through the Lens of Multiples

Jrène RahmUniversité de Montréal, Montréal, CanadaCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-8437-0620
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Pages 408-413 | Published online: 24 Jun 2019

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David Stroupe. (2022) Naming and disrupting epistemic injustice across curated sites of learning. Journal of the Learning Sciences 31:2, pages 317-334.
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Articles from other publishers (2)

Amélie Lemieux, Lisa Boyle, Emiyah Simmonds & Jrene Rahm. (2023) Working towards more socially just futures: five areas for transdisciplinary literacies research. Literacy 57:2, pages 185-197.
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Rebekah Elliott, Carolyn G. Loh, Carolyn E. Psenka, Jennifer M. Lewis, Kyoung-Yun Kim, Karl R. Haapala, Donald Neal & Gül E. Okudan Kremer. (2022) Advancing transformative STEM learning: Converging perspectives from education, social science, mathematics, and engineering. Journal of Integrated Design and Process Science, pages 1-22.
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