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Shea, M. V., Jurow, A. S., Schiffer, J., Escudé, M., & Torres, A. (2023). Infrastructural injustices in community‐driven afterschool STEAM. Journal of Research in Science Teaching.
- Shea, M. V. (2022). Organizing for material possibility in a community-led science program. Mind, Culture, and Activity, 29(2), 123-142.
- Shea, M. V., & Jurow, A. S. (2020). Student-led organizing for sustainability in business. Cognition and Instruction, 38(4), 538-560.
- Shea, M. V., & Sandoval, J. (2020). Using historical and political understanding to design for equity in science education. Science Education, 104(1), 27-49.
- Jurow, A. S., & Shea, M. (2015). Learning in equity-oriented scale-making projects. Journal of the Learning Sciences, 24(2), 286-307.
Research
Dr. Shea brings together ethnographic study of informal learning environments with theories of learning that focus on the social, cultural, and historical interactions. Drawing on historical and political roots of educational inequity, Dr. Shea focuses on design interventions that people undertake to interrupt social and environmental injustices. She studies the design and organization of collective group efforts that seek social change. This involves understanding how people attempt to shift valued knowledge within infrastructures and how learning takes place through these efforts. Dr. Shea has studied local organizing and learning in collective movements that include: the Food Justice Movement, business school reform during Occupy Wall Street, and the Maker Movement. Each of these efforts examine how power, race, gender and class intersect with notions of knowledge creation, expertise, and learning. Her interest is in understanding how communities actively work against infrastructures of power in order to design for more just futures.
Selected Publications
Project Website
Bio
Prior to joining the College of Education at University of Washington, Dr. Shea was an Assistant Professor at San Francisco State University and the Director of the Center for Informal Learning and Schools at the Exploratorium in San Francisco. In each position, Shea remains dedicated to teaching and designing learning environments that build on liberatory possiblities in students' lives in and beyond school. Shea consciously creates collaborative resourses and publications with community members, students, and colleagues because she believes that knowledge is built through shared engagement with issues that matter to our everyday lives. Since moving to Seattle, Shea has been enjoying exploring the outdoors with family and watching soccer, especially the Seattle Reign, with family and friends.