In many contexts worldwide, educators are encouraged to interrelate aspects of science, technology, engineering and mathematics (STEM). Among STEM education variants, promotion of engineering design and appreciation of engineering commodities seem particularly prevalent. While there are numerous defenders of such foci, several analysts suggest that many STEM education initiatives often compromise students’ consciousness of adverse effects on living and nonliving things of influences of powerful people and groups on STEM fields and beyond. Accordingly, we report collaborative action research findings regarding a secondary school science teacher’s efforts to educate students about such problematic relationships and, for commodities of their concern, enable them to mobilize and normalize their value systems — possibly incorporating social and/or ecological justice priorities — across networks of (mostly) cooperating actants (dispositifs). Results suggest that students’ visions of mobilizations of ideologies were characterized and enabled by ontological, epistemological and axiological factors; but, that more post-humanist pedagogies may help
