Angela Calabrese Barton
Professor, Department of Teacher Education
acb@ msu.edu


Come visit my research lab website:
Invincibility Lab @ MSU: http://invincibility.us

Overview

The questions that drive my work include: What is “equitably consequential” teaching and learning (in STEM, and other disciplines) for youth from historically marginalized communities -- What forms does it take? What are its outcomes? How does it impact youth’s individual and collective development? What tools and practices might best support teachers in imagining and enacting such teaching, and in what ways? I purposefully use the phrase, equitably consequential, to call attention to the importance of recognizing teaching and learning science (or any domain) as an historicized experience and practice, with outcomes that expand disciplinary learning/engagement to also include critical agency and social transformation.

I have been unpicking these (and related) questions from multiple standpoints/perspectives: both student- and teacher-centered perspectives through ethnographic and design-based research, in formal and formal settings, and in-the-moment and over time. Cutting across these efforts are deep attention to theory and participatory methodologies aimed at transforming the educational and social circumstances of students and their teachers in historically marginalized communities as a means of promoting social equity and learning.

In particular, there are three related directions that capture the broad connections of my work with teaching and teacher education, and which illustrate the ways in which I imagine my work moving forward over the next several years: 1) Working within the intersection of formal/informal education in support of understanding and designing new possibilities for more equitably consequential teaching and teacher learning; 2) designing teaching learning tools and experiences that promote more expansive learning outcomes, such as critical agency, identity work, and social transformation (as grounded within expanding disciplinary expertise); and 3) designing and leveraging new methodologies for embracing authentic “research + practice” work that attends to practitioner and youth voice, and critically engages the goals of equity and justice.

I have approached this work from three related perspectives:
  • Multi-sited longitudinal ethnographic case studies of youth learning/engagement in science across settings
  • Youth participatory design-based research towards the design of learning environments
  • Teacher learning/teacher practice in support of consequential learning.

Current Projects Include
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