© 2019

Promoting Language and STEAM as Human Rights in Education

Science, Technology, Engineering, Arts and Mathematics

  • Zehlia Babaci-Wilhite

Table of contents

  1. Front Matter
    Pages i-xxxviii
  2. Pedagogical Tools Integrating Linguistic and Cultural Rights in STEAM Subjects

  3. Technology in Design Curriculum, Engineering in STEAM Pedagogy and the Arts

    1. Front Matter
      Pages 89-89
    2. Alma Leora Culén, Andrea Alessandro Gasparini
      Pages 91-108
    3. Jeppe Bundsgaard
      Pages 109-124
    4. Viet Vu, David Liu, Kreshnik Begolli
      Pages 125-139
    5. Alestra Flores Menéndez, Helen Min
      Pages 141-149
  4. Pedagogical Tools in Mathematics, Ethno-Mathematics and Medicine

    1. Front Matter
      Pages 161-161
    2. Victor N. Kobayashi
      Pages 177-187
    3. Gregory Johnson
      Pages 189-200
    4. Melanie Ekholdt Huynh
      Pages 223-235
  5. Back Matter
    Pages 237-251

About this book


This book argues that integrating artistic contributions – with an emphasis on culture and language – can make Science, Technology, Engineering and Mathematics (STEM) subjects more accessible, and therefore promote creativity and innovation in teaching and learning at all levels of education. It provides tools and strategies for managing interdisciplinary learning and teaching based on successful collaborations between researchers, practitioners and artists in the fields of the Arts and STEM subjects. Based on contributions by educators, scientists, scholars, linguists and artists from around the globe, the book highlights how we can demonstrate teamwork and
collaboration for innovation and creativity in STEAM subjects in the classroom and beyond. The book reflects the core of human rights education, using local languages and local knowledge through art as a tool for teaching human rights at school, and bringing to light questions on diversity, ecology, climate change, environmental issues, health and the future of human beings, as well as power relations between non-dominant (minorities) and dominant (the majority) groups in society. “Zehlia Babaci-Wilhite’s edited volume is a boundary crossing and expanding work of impressive creativity. Promoting Language and STEAM Human Rights in Education successfully illustrates how
introducing the arts, language, multicultural, and social justice issues into the curriculum promises to provide a more humanistic, globally effective education for all.” —Robert F. Arnove, Chancellor’s Professor Emeritus of Educational Leadership  Policy Studies at Indiana University, Bloomington, USA

“We live in a time where education is under pressure, first of all because it is reduced to being a tool for political and economic change, where the best of the student is predetermined by learning outcomes, and not guided by the open, searching and wondering way to knowledge and deeper insights. This book fills a huge gap with its though-provoking, relevant and hands-on reflection on the creativity, imagination and inquiry needed to awaken social justice in cross-cultural and multidisciplinary education. Using artistic processes, story-telling, fiction and art in STEAM, opens up the fundamental questions of morality and existence: What should be the purpose of education?
And how to live together?” —Inga Bostad, Professor of Philosophy, Department of Education, Faculty of Educational Sciences, University of Oslo, Norway

“This collection of essays challenges the status quo positions in education policy that (i) STEM can operate in a vacuum outside of culture, language, and artistic modes of expression, and (ii) STEM is superior to the arts and humanities with respect to understanding reality. While “STEM” connotes a rootedness and a base for growth, the addition of ‘A’ to “STEM” to make “STEAM” connotes power and direction. Both are important rootedness and growth as well as power and direction. With this volume as a guide, informed progress in debates about educational policy can be made.” —Anand Jayprakash Vaidya, Professor of Philosophy & Director of the Center for
Comparative Philosophy, San Jose State University, San Jose, California, USA 


Language and Human Rights Linguistic Rights Digital Literacy Science Literacy 21st Century Literacy Visual Literacy STEM education STEAM education language and culture education and human rights

Editors and affiliations

  • Zehlia Babaci-Wilhite
    • 1
  1. 1.University of California BerkeleyBerkeleyUSA

About the editors

Dr. Zehlia Babaci-Wilhite is a Researcher at the Graduate School of Education and President of the Humanities and Social Science Association at the University of California-Berkeley, as well as an Adjunct Professor at the University of San Francisco and at Saint Mary’s College of California, USA. She is also a lecturer at San Jose State University. Dr. Babaci-Wilhite is affiliated with the Norwegian Center for Human Rights, and supervises students at the Department of Educational Research at the University of Oslo, Norway, where she obtained her Master’s and PhD in Comparative and International Education. She has taught courses and workshops in the USA, Norway, Japan, India, France, Tanzania, South Africa and Nigeria on issues related to language and culture, development and human rights. Her current research interests include Language and Science Literacy as a Human Right in Education, Development Aid, African Higher Education and Technology. Through her recent research projects, she has developed an interest in the pedagogy of Science, Technology, Engineering and Mathematics (STEM), putting the “A” in STEM and transforming it into STEAM. She is the author of many published articles in prominent academic journals, of several book chapters, and of two books: one on Local Languages as a Human Right in Education and the other on Language, Development Aid and Human Rights: Curriculum Policies in Africa and Asia. Dr. Babaci-Wilhite has also edited two volumes: Giving Space to African Voices and Human Rights in Language and STEM Education. She is fluent in French, English, Norwegian, Japanese and Berber, with knowledge of Arabic, Portuguese, German, Spanish, Swahili and Igbo.

Bibliographic information