Alonso Yanez, GabrielaThumlert, Kde Castell, SuzanneJenson, Jennifer2021-08-302021-08-302019-02-19Futures 108 (2019): 27-360016-3287https://doi.org/10.1016/j.futures.2019.02.021http://hdl.handle.net/10315/38536STEM education initiatives currently pervade the global landscape of educational reform.Unfortunately, the rush to adopt STEM reforms in North American schools and develop students for competitive 21st century knowledge economies has encouraged an uncritical embrace of underlying STEM narratives and purposes, thus foreclosing critical discussion, alternative models, and new perspectives on doing science education differently. Here, we unpack narratives and practices informing STEM education that induct learning actors into ‘anticipatory regimes’ that advance neoliberal ends and techno capitalist ideologies. We argue first that STEM narratives of progress, competition, and innovation increasingly obscure the urgent ecological, ethical and social justice conditions students confront daily. Ironically, this prepares them for a future rendered unsustainable by scientific and technological orthodoxy. We then draw upon critical sustainability studies (CSS) to articulate new axiological orientations that reposition science and technology learning. Lastly, we describe and illustrate an approach aligned with these critical principles–production pedagogy–whose theories and practices re-vision science and technology education. These strategies will situate students in agentive roles now, in this present, using real-world tools in authentic sociotechnical contexts. They can then confront their own capacities and limitations to engage in personally relevant ways, as producers, with techno-scientific knowledge.enscience educationSTEM educationcritical sustainabilityinnovative pedagogiessocial justicesituated practiceArticlehttps://www.sciencedirect.com/journal/futureshttps://www.sciencedirect.com/https://www.sciencedirect.com/science/article/pii/S0016328718302520?via%3Dihub