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The rhetoric of a “STEM crisis” is examined through a global lens as a geo-political phenomenon, contrasting political and educational perspectives across regions. The study concludes with recommendations for courses of action most likely to achieve desired STEM outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-stem-narrative-15-years-in-the-making-australian-journal-of-teacher-education/593654/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-stem-narrative-15-years-in-the-making-australian-journal-of-teacher-education/593654.png","ImageObject",300,407,{"name":42,"@type":43},"Jasmine","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the focus of the paper on STEM development?","Question",{"text":63,"@type":64},"It narrates how the STEM movement developed nationally and internationally, while analyzing influences that advanced or stymied authentic STEM practices.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper interpret the “STEM crisis” rhetoric?",{"text":68,"@type":64},"It considers the pervasive rhetoric of a STEM crisis through a global lens and resolves it as a geo-political phenomenon.",{"name":70,"@type":61,"acceptedAnswer":71},"What perspectives does the paper describe in the STEM narrative?",{"text":72,"@type":64},"It describes two perspectives: political and educational. 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(2015). A STEM Narrative: 15 Years in the Making.. Australian Journal of Teacher Education, 40 (7).  \n[http://dx.doi.org/10.14221/ajte.2015v40n7.8](http://dx.doi.org/10.14221/ajte.2015v40n7.8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss7/8](http://ro.ecu.edu.au/ajte/vol40/iss7/8)  \nAustralian Journal of Teacher Education  \nA Stem Narrative: 15 Years in the Making.  \nSusan Blackley  \nJennifer Howell  \nCurtin University  \nAbstract: Since its inception in the late 1990s, STEM has continued to  \nattract attention and sizeable funding in the US, UK, and Australia. This  \npaper narrates the development of the STEM movement both nationally  \nand internationally, and analyses both the influences that have progressed  \nits evolution and those that have stymied authentic STEM practices. The  \npervading rhetoric of ‘STEM crisis’ is considered through a global lens,  \nand is resolved as a geo-political phenomenon. The strident voice of the  \nUS in the STEM narrative is tempered by investigating the approach to  \nSTEM in European, Asian, and developing countries. Two perspectives  \nare described in the narrative: the political and the educational. Each  \nperspective has an apparently differing agenda that has resulted in little  \nsuccess in achieving the desired and much-publicised STEM outcomes.  \nThe paper concludes with suggestions of two courses of action that would  \nmost likely achieve the outcomes.  \nIntroduction  \nEducation and schooling constantly adjusts to changing political, social, economic and global contexts. Over the last decade, this phenomenon has been exemplified by the at times frenzied focus upon STEM (science, technology, engineering, and mathematics) . This position paper seeks to examine the development of STEM, and will narrate an analysis of its rise, subsequent crisis points, and the impasse that has been reached.  \nThe National Science Foundation conceived the notion of STEM in the late 1990s in the US. Initially the acronym was SMET but after negative feedback and some re-thinking it emerged as STEM (Sanders, 2009; Williams, 2011) . In the US, the rhetoric about STEM is founded in political reactionism to the potential deposition of the US’s global superiority. In the UK, the initial focus was on science, engineering and technology (SET), but by 2006 it had also become STEM. The UK’s commitment to STEM is conceptualised in terms of human capital: “The best way for the UK to compete, in an era of globalisation, is to move into high-value goods, services and industries. An effective science and innovation system is vital to achieve this objective”(Sainsbury, 2007, p.3) . The European Commission has been centrally focused on STEM policy since the 1990s. Asian countries with very high performing education systems and growing economies (such as Korea, Japan, China, and Taiwan) have established national policies around science and technology more broadly, and university and industry-driven research and development.  \nThe Western STEM agenda has primarily been one of vocational and economic goals (Williams, 2011), funded by governments and promoted by politicians. Various economic imperatives were used to justify its importance, and shifts in workforce patterns or instances of economic downturns tended to result in an increased focus on STEM (Kuenzi, 2008; Williams, 2011) . Interestingly, the current ‘STEM crisis’ resonates most in English-speaking countries (with the exception of Canada) and is based upon “quantitative indicators that show  \nVol 40","cbCaipn39p9tCJFj","https://ap.wps.com/l/cbCaipn39p9tCJFj","pdf",137548,12,"English","# Introduction\n## Origins and global development of STEM\n## STEM crisis rhetoric and international comparisons\n## Educational reform implications and concluding recommendations","[{\"question\":\"What is the focus of the paper on STEM development?\",\"answer\":\"It narrates how the STEM movement developed nationally and internationally, while analyzing influences that advanced or stymied authentic STEM practices.\"},{\"question\":\"How does the paper interpret the “STEM crisis” rhetoric?\",\"answer\":\"It considers the pervasive rhetoric of a STEM crisis through a global lens and resolves it as a geo-political phenomenon.\"},{\"question\":\"What perspectives does the paper describe in the STEM narrative?\",\"answer\":\"It describes two perspectives: political and educational. Each perspective has a different agenda that has produced limited success in achieving widely publicized STEM outcomes.\"}]","A STEM Narrative - 15 Years in the Making - Australian Journal of Teacher Education | PDF",1792077651]