The maker movement propagated throughout educational spaces alongside promises that technological and design literacies could be harnessed to shape equitable social futures. However, researchers have highlighted the ways makerspaces can reinforce hierarchies of race, gender, and class. This paper builds on research that seeks to support girls' making through broader sociopolitical and ethical commitments. We consider what an everyday pedagogy of feminist abolition looked like in a makerspace, with a focus on how educators responded to emergent social needs within and across gender lines. Our data sources (extensive field notes, audio–video recordings, photographs, and student interviews) are drawn from Hubspace, a 6-week summer program serving Black, Latine/x, and South Asian middle school youth and grounded in expansive forms of storytelling, coding, engineering, music, writing, and art. In closely analyzing routine forms of educator reflection alongside the design decisions, pedagogical moves and forms of student sense-making they supported, we found that student and educator sociopolitical learning emerged together to build what became possible in the culture of the space over time. Across three cases, we show how such pedagogies offered lived models and creative languages for practicing restorative and just social relationships. Each of the cases tell the story of different moments when gender became important to the ways participants were working to recognize and desettle received terms of thought and generate alternate forms of thinking, living, and relating, or the making of new stories and worlds.

中文翻译：

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在 STEAM 中学项目中通过女权主义废奴主义视角创造世界

创客运动在整个教育领域传播，同时承诺可以利用技术和设计素养来塑造公平的社会未来。然而，研究人员强调了创客空间可以强化种族、性别和阶级等级制度的方式。本文建立在旨在通过更广泛的社会政治和道德承诺来支持女孩创造的研究基础上。我们考虑创客空间中女权主义废奴的日常教学是什么样的，重点是教育者如何应对性别范围内和跨性别范围内的新兴社会需求。我们的数据源（大量的现场笔记、音视频记录、照片和学生访谈）取自 Hubspace，这是一个为期 6 周的暑期项目，为黑人、拉丁裔/X 和南亚中学生提供服务，并以广泛的故事讲述形式为基础、编码、工程、音乐、写作和艺术。在仔细分析教育者反思的常规形式以及他们支持的设计决策、教学举措和学生意义建构形式时，我们发现学生和教育者的社会政治学习一起出现，随着时间的推移，在空间文化中构建了可能的东西。通过三个案例，我们展示了这些教学法如何为实践恢复性和公正的社会关系提供生动的模型和创造性的语言。每个案例都讲述了不同时刻的故事，在这些时刻，性别对于参与者努力识别和打破既定思想术语并产生替代的思维、生活和联系形式或创造新故事和世界的方式变得重要。