Articles

• Escudé, M., Rivero, E., & Montano, J. (2020). Designing for Belonging and Becoming in an Afterschool Tinkering Program. Afterschool Matters, 31, 42-50. [Link]
• Freeman, Q., & Jurow, S. (2017). Becoming a more disruptive teacher by engaging in side-by-side learning with children rather than avoiding discomfort. Power, equity, and (re) design: bridging learning and critical theories in learning ecologies for youth, 35-52. [Link]
• Jurow, A. S., & Freeman, Q. (2020). Re-mediating designs for equity: Making commitments concrete. Information and Learning Sciences, 121(9/10), 711-728. [Link]
• Hooper, P., & Freed, N. (2013). The Spiro inquiry”: Exploring the application of an inquiry structure for learning science content to teaching with a digital design fabrication tool. Proceedings Interaction and Design for Children. [Link]
• Shea, M. V., & Sandoval, J. (2020). Using historical and political understanding to design for equity in science education. Science Education, 104(1), 27-49. [Link]
• Shea, M. V. (2022). Organizing for material possibility in a community-led science program. Mind, Culture, and Activity, 29(2), 123-142. [Link]
• Shea, M. V., Jurow, A. S., Schiffer, J., Escudé, M., & Torres, A. (2023). Infrastructural injustices in community‐driven afterschool STEAM. Journal of Research in Science Teaching, 60(8), 1853-1878. [Link]
• Shea, M. V. (2024). Developing Methodologies for Co-Production of Knowledge: Data Production and Analysis in Community-Based Research Partnerships. Qualitative Inquiry, 10778004241227268. [Link]