September 22, 2021
The talk “The Pedagogy of Technoscience: Using Social Justice and Culturally Responsive Frameworks to Promote Liberatory Practices in STEM Learning Environments” is part of HMC Office of Institutional Diversity's Anti-Racist Series.
Yvonne Thevenot EDM, PhD will share highlights about a trend taking place within STEM—using technoscience pedagogies to utilize interdisciplinary methodologies that serve to challenge racism and carceral forms of technology and science systems. Rather than continuing to address the deficits and marginalization created from existing algorithms, apps, AI and scientific products and systems, Thevenot invites you to consider utilizing various modes of text, narratives and STEM interdisciplinary teaching and development strategies to liberate STEM learning spaces and enable all students to thrive in a world where they can innovate freely and, with hope, create a world that is truly equitable.
Thevenot is an educator-activist who believes that all students are capable of learning and that education can be used as a form of resistance against socio-economic marginalization. She has over 10 years of professional experience in the tech and financial private sectors as a computer scientist and finance and budget analyst. She entered the education sector seven years ago and began working in informal STEM learning environments, teaching STEM content, developing curriculum, and supporting schools and community-based centers in the New York and New Jersey area with launching computer science, engineering, robotics, science and creative technologies after-school programs. In 2015, she founded STEM Kids NYC, an education nonprofit organization that bridges the gap between the current school curriculum and the immediate need for schools to prepare students for experiential STEM skills, particularly in science, computer science and engineering and design, and for jobs that do not yet exist. At STEM Kids NYC, where Thevenot is founder and executive director, students between the ages of 5–19 learn how to code, engineer, engage in science in experiential ways, build robots, then program them, and innovate using creative technologies.
She has a bachelor of science degree in information systems from the University of Dayton, a masters of arts in teaching from the University of Southern California, and an EdM in curriculum and teaching from Teachers College, Columbia University. Thevenot is pursuing her PhD in Teachers College’s Mathematics, Science, & Technology department, is a Zankel Fellow and is a research assistant with Teachers College’s Center for Technology and School Change.
Thevenot’s research interests lie within the intersectionality of STEM disciplines and using culturally responsive/sustaining curricular methods and social justice education pedagogies to support the whole student in thriving academically in STEM learning spaces. She is a publishing editor for the education journals Voices In Urban Education and Teachers College’s Current Issues in Comparative Education. She has presented her body of work on culturally responsive STEM curriculum, as well as a new pedagogical construct that she co-founded, which is centered on feminism and critical race theory, called Sisterly Responsive Pedagogy, in numerous education conferences at Teachers College, Columbia University’s Women in Science at Columbia symposiums, and the National Association for Research in Science and Teaching.
Co-sponsors: Chicano Latino Student Affairs and the HMC offices of Institutional Diversity, Community Engagement and Career Services