STEAM education: An opportunity to transcend gender and disciplinary norms in early childhood?

STEAM (science, technology, engineering, arts and mathematics) education is currently gainingground in many parts of the world, particularly in higher stages of the educational system.Foreseeing a development of STEAM policy and research also in the early years, this colloquiumseeks to bring questions of gendering processes to the table. The authors aspire to prevent thedevelopment of a gender-blind STEAM discourse for early childhood education. Instead, theyencourage practitioners and researchers to make use of STEAM education to recognise and transcend gendered norms connected to children’s being and learning in the arts, STEM and STEAM