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We are delighted to launch a new monthly online reading group on Science, Technology, Engineering, Arts and Mathematics (STEAM) education. This series is designed to bring together researchers, practitioners, and doctoral students from across the UK and internationally to engage in critical discussion of influential academic work that is shaping thinking in STEAM education research.

Each month, an educational researcher will select a published paper (circulated in advance) that has had a significant impact on their scholarly journey. They will introduce the text, explain its importance, and reflect on how it has informed their research, teaching, or practice. Participants will then be invited into a facilitated discussion where they can debate the paper’s ideas, examine its implications for educational policy and practice, and explore its relevance across different contexts and disciplines.

Draft Programme

13:00pm�� �� ��Welcome
13:05pm�� �� ��Speaker critique of chosen paper
13:25pm�� �� ��Seminar discussion
13:50pm�� �� ��Project updates from SIG members
14:00pm�� �� ��Close of Event

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Events in the series:

• May 18th 2026 – Dr Saima Salajhee, University of Strathclyde
  
  ‘STEAM success stories’: refocusing the framework of intersectionality.London Review of Education, 21(1), 32.��

  This paper showcases STEAM success stories of middle-aged women who engaged in STEM learning and practices, with a focus on the A (of STEM) as the culture inseparable from everyday STEM knowledge and skills. Employing an intersectional lens and Anne Philips ‘wearing of culture’ metaphor, these three stories present culturally responsive pedagogical actions, not only by including insights and tasks that promote knowledge and understanding of minority ethnic cultures, but also by illustrating transformations in ‘wearing’ STEAM culture. The authors make use of phenomenographic approaches to gather and present women’s ‘STEAM success stories’. Autobioracy is the term coined in this paper, in contrast to autobiography, to describe our capture of these oral accounts. The three cases– Fatima, Su-Li, and Anna-Maria– are used to illustrate their adult re-engagement with elements of STEAM, having long since disengaged from early formal school-based science and technology. Employing a framework of ‘pedagogy for success’, the authors argue that formal STEM education on its own offers little to improve cultural responsiveness. It becomes responsive when individuals wear STEAM culture– at home, in their neighbourhoods, in educational and non-educational institutions, and in workplaces. In conclusion, the authors “view intersectionality as the wearing of cultures, and as educators succeeding in practising culturally responsive pedagogy at a personal intersectional level, and being inclusive of all students from varying cultural backgrounds, as well as supporting the development of culturally responsive learners and advocates, including educators themselves and their students– heralding the way forward for STEAM education research and pedagogy”.

• June 8th 2026 – Dr Lindsay Hetherington, University of Exeter

  A framework for effective STEAM education: Pedagogy for responding to wicked problems.��International Journal of Education Research Open, 9, p100474.��

• July 13th 2026 –��Speaker TBC