May 29th, 2017 | RESEARCH
Ideas from social justice can help us understand how equity issues are woven through out-of-school science learning practices. In this paper, I outline how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. I apply these ideas to out-of-school science learning via television, science clubs and maker spaces, looking at research as well as illustrative examples to see how equity challenges are being addressed in practice. I argue that out-of-school science learning practices can be understood on a spectrum from weak to strong models of social justice. Thinking about social justice as a spectrum helps us think through what equitable out-of-school science learning practices might involve, both to analyze existing practices and, importantly, to imagine new, more inclusive ones.
Document
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Team Members
emily dawson, Author, University College LondonCitation
Identifier Type: DOI
Identifier: 10.1002/sce.21288
Identifier Type: ISSN
Identifier: 1098-237x
Publication: Science Education
Funders
Funding Source: International Public
Funding Program: UK's Economic and Social Research Council (ESRC)
Award Number: ES/G018448/1
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Tags
Access and Inclusion: English Language Learners | Ethnic | Racial | Low Socioeconomic Status | Women and Girls
Audience: Adults | Educators | Teachers | Elementary School Children (6-10) | General Public | Middle School Children (11-13) | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science | General STEM
Resource Type: Peer-reviewed article | Research Products
Environment Type: Afterschool Programs | Broadcast Media | Making and Tinkering Programs | Media and Technology | Public Programs | Summer and Extended Camps