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<p>Humanity is facing numerous <i>existential</i> threats, like the climate emergency, potential food system collapses, and artificial superintelligence take-over, and numerous other ongoing challenges, like cancers from manufactured foods, addictions, and deaths from painkillers and various forms of industrial environmental pollution. While STEM fields often seem associated with such problems, ultimate responsibility appears to lie with elites, especially&#xa0;<i>economic</i> elite, who appear to be dramatically enriching themselves at expense of everyone and everything else. Apparently largely serving as instruments of elites’ often destructive hegemony are many STEM education initiatives—which appear to prioritise identification and education of prospective STEM experts and related workers while variously compromising STEM literacy of most other students. To assist with STEM education reforms to address risks and harms like those noted above, we describe an educational framework that prioritises preparation of students for eventually independently developing and implementing research-informed and socially negotiated sociopolitical actions that may help overcome risks/harms of their concern that seem due to influences of pro-capitalist networks of living, non-living, and symbolic entities over STEM fields and much else on earth. In line with needs for transdisciplinary actions needed to solve many of our problems, we feature documentaries (developed by Chantal Pouliot) of citizen challenges to powerful, apparently largely pro-capitalist, material, and symbolic complexes. While such challenges may sometimes be extremely difficult and lengthy, we feel strong senses of hope from passion and optimism displayed by many engaged citizens.</p>

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Alliances for Global Ecojustice In/Through STEM Education

  • 期刊论文

  • 发表日期：

    2025年12月7日

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  • John Lawrence Bencze,
  • Chantal Pouliot

摘要

Humanity is facing numerous existential threats, like the climate emergency, potential food system collapses, and artificial superintelligence take-over, and numerous other ongoing challenges, like cancers from manufactured foods, addictions, and deaths from painkillers and various forms of industrial environmental pollution. While STEM fields often seem associated with such problems, ultimate responsibility appears to lie with elites, especially economic elite, who appear to be dramatically enriching themselves at expense of everyone and everything else. Apparently largely serving as instruments of elites’ often destructive hegemony are many STEM education initiatives—which appear to prioritise identification and education of prospective STEM experts and related workers while variously compromising STEM literacy of most other students. To assist with STEM education reforms to address risks and harms like those noted above, we describe an educational framework that prioritises preparation of students for eventually independently developing and implementing research-informed and socially negotiated sociopolitical actions that may help overcome risks/harms of their concern that seem due to influences of pro-capitalist networks of living, non-living, and symbolic entities over STEM fields and much else on earth. In line with needs for transdisciplinary actions needed to solve many of our problems, we feature documentaries (developed by Chantal Pouliot) of citizen challenges to powerful, apparently largely pro-capitalist, material, and symbolic complexes. While such challenges may sometimes be extremely difficult and lengthy, we feel strong senses of hope from passion and optimism displayed by many engaged citizens.