Natalie Rae

My research explores the political dimensions of STEM teaching and learning. Currently, I study how young people and adults draw on artistic repertoires while engaging in formal and informal STEM to reimagine what counts as disciplinary learning. Drawing on my background in engineering and previous experience as a high school engineering teacher, I am particularly interested in the sociohistorical dimensions of integrating engineering into K-12 learning. I take an interdisciplinary approach to qualitative methods, drawing on critical social theory, sociology of science, learning sciences, and education scholarship to understand processes of STEM teaching and learning.