Social justice and out-of-school science learning: Exploring equity in science television, science clubs and maker spaces

Date: 
Monday, May 29, 2017
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Media and Technology, Broadcast Media, Public Programs, Afterschool Programs, Summer and Extended Camps, Making and Tinkering Programs
Audience: 
Elementary School Children (6-10) | Middle School Children (11-13) | Youth/Teen (up to 17) | Adults | General Public | Educators/Teachers | Museum/ISE Professionals
Discipline: 
Education and learning science | General STEM
Access and Inclusion: 
Ethnic/Racial
Women and Girls
English Language Learners
Low Socioeconomic Status
Organization:
University College London
Description: 

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.

Funder(s): 
International Public
Funding Program: 
UK's Economic and Social Research Council (ESRC)
Award Number: 
ES/G018448/1
Citation
DOI:
10.1002/sce.21288
ISSN:
1098-237x
Publication Name: 
Science Education
Document:

Team Members

emily dawsonAuthor

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