Getting at the heart of the matter: epistemic love as pedagogical guidance for culturally relevant pedagogies in STEM

Abstract

This paper explores the concept of epistemic love as a purposeful orientation to resist epistemic violence in STEM education, particularly in utilizing culturally relevant pedagogies. By critiquing the often superficial implementation of culturally relevant pedagogies and the persistent dominance of white-centric ideologies in STEM, we advocate for a deeper, more purposeful integration of culturally relevant practices. We propose that epistemic love—encompassing tangible, emotional, intellectual, and audacious dimensions—can foster genuine, liberatory change and support marginalized students in engaging meaningfully with STEM disciplines.