Search

The emphasis on STEM disciplines in schools has caused advocates for art education to propose the addition of the arts to the study of science, technology, engineering and mathematics, transforming STEM into STEAM. However, it is important that the larger purposes of art and education that have traditionally been embraced by the liberal arts are not lost in STEAM education and that the arts are not reduced to a role of cognitive enhancer for other STEM subjects. STEAM education is closely linked to ideas and research about arts integration and is often implemented using the methods of 'design thinking'. The use of design thinking as a method for interdisciplinary collaboration has many connections to how STEAM education is practised in schools. Research describing arts integration is also relevant to how art is included in STEAM education. This article describes rationales for STEAM education and how the work of contemporary artists provides generative examples of how STEAM education might be put into practice. Both the affordances and limitations of STEAM education are explored. [Translation from English by Mercè Rius.]

Resumen: Las plataformas digitales de trabajo se promueven a gran escala como solución a la crisis de desempleo provocada por la pandemia de COVID‐19. Sin embargo, la pandemia también ha puesto de manifiesto la vulnerabilidad de quienes trabajan en ellas en tareas consideradas esenciales. Se examinan aquí las políticas de COVID‐19 de 191 plataformas en 43 países para entender cómo la crisis ha cambiado las convenciones de la economía de plataformas. Utilizando una tipología de «trabajo de plataforma justo», se identifican avances en la protección de las y los trabajadores, pero también problemas significativos, como el afianzamiento del trabajo precario a medida que las plataformas aprovechan las oportunidades derivadas de la crisis. [ABSTRACT FROM AUTHOR]