Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: new imaginaries for research and action.

Marta Civil's paper 'STEM learning research through a funds of knowledge lens' can be read as a story about her trajectory as a researcher of everyday and school mathematics over time, grounded in sociocultural historical theory. Building on her work, I explore three issues. First, I address the grounding of STEM research in studies of learning and show what this may imply in the context of multilingualism and transculturism. Second, I explore how funds of knowledge can put into question what counts as science. Third, I discuss some of the methodological challenges the article raises. I conclude with some comments to think with for the future of the STEM field and equitable science. [ABSTRACT FROM AUTHOR]