Unpacking Oppressions Related to Integrated STEM Lesson Implementations: Perspectives From In-Service Secondary Science Teachers From Thailand

Abstract

In the collectivistic Thai society, oppressions are considered societal taboos that teachers rarely talk about in schools despite many oppressive events that happened in the past few decades (e.g., the 1976 student massacre and other political unrests). Science education in Thailand heavily emphasizes technical knowledge and rote memorization – often ignoring cultural, political, and social issues. Thus, this study aimed to provide a better understanding of how in-service secondary science teachers in Thailand could simultaneously address these aforementioned issues through integrated STEM lessons from the lens of anti-oppressive education. Through a qualitative multiple case study design, this study explores the experiences of three in-service secondary science teachers from government schools in Thailand pertaining to integrated STEM education, oppressions, and oppressions related to integrated STEM lesson implementations. Findings demonstrated that all three teachers conceptualized integrated STEM education as an interdisciplinary pedagogical approach to help and motivate their students to learn science all while addressing the required basic science curriculum. Contextualized by authentic and relevant real-world problems, this approach was seen as a means for students to develop essential 21st century skills and their STEM identities. Moreover, findings also illustrated how these teachers’ perceptions of oppressions were tied to the Thai cultural norms pertaining to age- and SES-based hierarchy, all of which involved unequal distribution of power and occurred as interpersonal and institutional oppressions. Their conceptions and treatment of oppressions related to integrated STEM lesson implementations were also examined and shared along with the study’s associated implications. This study provides a foundation for anti-oppressive integrated STEM education and advocates for its adoption in secondary science classrooms.