This chapter highlights and exposes some of the subtle messages that have been a part of Science, Technology, Engineering, and Mathematics (STEM) education. These subtle messages are part of the hidden curriculum, education practices shrouded with intentionally produced forms of subordination, discrimination, and hegemony that benefit some groups of people at the expense of others. The literature demonstrates the decline of STEM education amid a narrative that suggests that STEM education is growing in popularity. Identifying and addressing the hidden curriculum in STEM is expected to democratise knowledge and information transfer, as well as power dynamics therein. STEM curricula have been viewed from a product /process perspective and as such not many, particularly in the African context ever probed the motives of its architects. A praxis perspective is adopted and a recommendation to include the Arts as a theme within STEM through a socio-cultural approach to bridge the gap between WTKS and ITKS is made.

Projects

Currently no objects available

Currently no objects available