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<p>This reflective commentary celebrates the 25-year journey of the&#xa0;<i>Canadian Journal of Science, Mathematics and Technology Education</i> (CJSMTE) alongside my own 24-year scholarly path since completing my PhD. It is anchored in the generative tension between “where to begin” and the necessity, at times, of “beginning again”, a tension that has shaped my engagement with “the politics of positionality”, “the politics of knowledge”, “interdisciplinary” inquiry, and “scholarship as praxis”. This 25th anniversary marks not only a moment of celebration, but also an invitation to <i>critically reimagine</i> the role of science, technology, engineering, and mathematics (STEM) education research in advancing epistemic justice, embracing Indigenous knowledge systems, and fostering transdisciplinary, community-rooted academic engagement. As CJSMTE has evolved into a space for inclusive and socially responsive scholarship, I trace how my own trajectory has been shaped by shifting landscapes of ethical inquiry and the imperative to co-create knowledge <i>with</i>, rather than <i>on</i>, communities. In doing so, I honour the journal’s role in amplifying diverse voices and opening new horizons for what it means to <i>begin</i>, to <i>belong</i>, and to <i>build anew</i>.</p>

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To Begin and Begin Again: Reflecting on 25 Years of CJSMTE and a Scholar’s Journey

  • 期刊论文

  • 发表日期：

    2025年11月14日

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  • Busisiwe Alant

摘要

This reflective commentary celebrates the 25-year journey of the Canadian Journal of Science, Mathematics and Technology Education (CJSMTE) alongside my own 24-year scholarly path since completing my PhD. It is anchored in the generative tension between “where to begin” and the necessity, at times, of “beginning again”, a tension that has shaped my engagement with “the politics of positionality”, “the politics of knowledge”, “interdisciplinary” inquiry, and “scholarship as praxis”. This 25th anniversary marks not only a moment of celebration, but also an invitation to critically reimagine the role of science, technology, engineering, and mathematics (STEM) education research in advancing epistemic justice, embracing Indigenous knowledge systems, and fostering transdisciplinary, community-rooted academic engagement. As CJSMTE has evolved into a space for inclusive and socially responsive scholarship, I trace how my own trajectory has been shaped by shifting landscapes of ethical inquiry and the imperative to co-create knowledge with, rather than on, communities. In doing so, I honour the journal’s role in amplifying diverse voices and opening new horizons for what it means to begin, to belong, and to build anew.