DEIJ Forum: Dr. Christopher Wright
“It was all a dream” - Conceptualizing a STEM Learning Space as a Site for Black Joy, Creativity, and Identity Development
Thursday, December 5 | 4:00 - 5:30 PM
Haymon Boardroom, Room 245
Tsungming Tu Complex (formerly the Science and Engineering Complex)
Join us as Dr. Christopher Wright, AG11, Associate Professor and Associate Dean at Drexel University, explores a framework of Black spatial imaginaries to discuss and interrogate specific examples of projects and participant outcomes. Seats are limited to 20 participants.
Abstract
The ILLEST Lab (Informal/formal Learning Linking Engineering, Science, and Technology) is an inclusive STEM learning environment that explores authentic models for providing in-depth STEM education and experiences in the West Philadelphia Community. Conceived of a space where participants can “imagine the unimaginable,” the lab explores spaces and projects that seek to empower minoritized participants to connect STEM learning and engagement with Black joy, creativity, and positive identity development. In this presentation, a framework of Black spatial imaginaries will be used to discuss and interrogate specific examples of projects and participant outcomes. The presentation will conclude with a discussion how such an approach may serve as a counterpoint to the notion of “who belongs in STEM,” and how young persons’ everyday life and cultural experiences can serve as a catalyst for fostering Black joy in STEM learning.
About Dr. Wright
Christopher G. Wright, PhD is an Associate Professor of STEM Education in the Department of Teaching, Learning, & Curriculum (TLC) at Drexel University. Christopher is also Co-Founder and Co-Director of the In/formal Learning Linking Engineering, Science, & Technology Lab (The ILLEST Lab). Christopher earned his PhD in Science Education at Tufts University in 2011.
Christopher’s research focuses on reimagining, designing, and studying STEM learning environments that affirm, cultivate, and build upon the cultural, linguistic, and intellectual resources that young people bring to engaging in engineering, science, and making. Understanding that learning in K-12 contexts inevitably takes place at powered boundaries of culture, race, class, and language, this research highlights the experiences of those from communities that have been historically excluded from engineering and science. Specifically situated research that privileges asset-based frameworks, Christopher utilizes a variety of research methodologies, including the (a) deployment of critical ethnographic methodologies for exploring and uncovering rich intellectual and linguistic resources that Black children draw upon while engaging in and navigating STEM spaces and (b) design and study of model STEM learning environments that support learning and identity development.