To Recognize, to Break, to Cross... The Steam Concept and Gender Stereotypes in Career Pre-Orientation at the Preschool Education Level
Abstract
The aim of this article is to identify the potential of the STEAM concept implemented as part of preschool career orientation. Gender stereotypes are a special context for the analyses undertaken. The ways in which gender categories are given meanings are combined in this article with a secondary source analysis that recognizes the complexity of the modern world and the impossibility of escaping from educational approaches that focus on the development of intellectual openness, critical and creative thinking or innovation. The STEAM concept fits perfectly into these issues. Its use in preschool education should be co-created by a community of significant people, specific content, elementary and effective processes or active allies. An analysis of the educational trajectories of pupils and, above all, taking into account the cultural, practical and political dimensions suggested by Booth and Ainscow (2002) may become part of a comprehensive model combining the concept of STEAM with destereotypical [może unstereotypical?] activities. Such a broad approach to the STEAM concept is aimed at the inclusion of disadvantaged and underrepresented social groups, and the consistent shaping of individual society and global welfare, but as such it requires (r)evolution in the current system of thinking and education.
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