41 © Springer Nature Switzerland AG 2019 P. Sengupta et al. (eds.), Critical, Transdisciplinary and Embodied Approaches in STEM Education, Advances in STEM Education, https://doi.org/10.1007/978-3-030-29489-2_3 Chapter 3 Towards a Production Pedagogy Model for Critical Science and Technology Interventions Gabriela Alonso Yanez, Kurt Thumlert, Suzanne de Castell, and Jennifer Jenson Abstract While initiatives advancing STEM education are pervasive within the global landscape of educational reform today, STEM discourses and reforms largely fail to articulate or enact theoretical and epistemological shifts that critically con- ceptualize the impacts of science and technology in bio-physical and social worlds. The urgency to adopt STEM reforms in North American schools and to “train” students for competitive twenty-frst century “knowledge economies” has resulted in an uncritical embrace of underlying STEM narratives, in turn foreclosing critical discussion, alternative models, and new perspectives on how we might do science and technology education differently. In this chapter, we review critical literature in science education in order to unpack the dominant narratives of preparation, prog- ress, competition, and innovation that drive STEM pedagogies today. We draw upon critical sustainability studies (CSS) to articulate new axiological orientations for repositioning science and technology learning. In conjunction with CSS, we articu- late the opportunities of “production pedagogy” theories and practices which An earlier version of this chapter appears in future: the journal of policy, planning, and futures studies. This chapter has been substantially revised. G. Alonso Yanez (*) Werklund School of Education, University of Calgary, Calgary, AB, Canada e-mail: galonsoy@ucalgary.ca K. Thumlert Faculty of Education, York University, Toronto, ON, Canada e-mail: kthumlert@edu.yorku.ca S. de Castell Faculty of Education, University of Ontario Institute of Technology, Oshawa, ON, Canada e-mail: suzanne.decastell@uoit.ca J. Jenson Digital Languages, Literacies and Cultures, Department of Language and Literacy Education, Faculty of Education, University of British Columbia, Vancouver, BC, Canada e-mail: jennifer.jenson@ubc.ca