Critiquing and Transcending STEM

This paper examines STEM (Science, Technology, Engineering, and Mathematics) as a form of neoliberal governmentality. It looks at the NGSS as a vehicle for a particular entrepreneurial subjectivity. It also examines the repression of earlier forms of scientific subjectivity. It then moves on to consider both the strategies teachers can take to resist neoliberalism more generally and STEM specifically. It resists suggesting alternative curriculum, but instead focuses on the role of teachers collectively working to change the material conditions of schooling. Finally, the paper considers what science education might look like in a post-neoliberal state