Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning     

Archer  Louise  Calabrese Barton  Angela M.  Dawson  Emily  Godec  Spela  Mau  Ada  Patel  Uma 《Cultural Studies of Science Education》2022,17(2):405-438

Cultural Studies of Science Education - While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science,...  相似文献   

Can the subaltern ‘speak’ science? An intersectional analysis of performances of ‘talking science through muscular intellect’ by ‘subaltern’ students in UK urban secondary science classrooms     

Archer  Louise  Nomikou  Effrosyni  Mau  Ada  King  Heather  Godec  Spela  DeWitt  Jennifer  Dawson  Emily 《Cultural Studies of Science Education》2019,14(3):723-751

Cultural Studies of Science Education - This paper draws on Judith Butler’s concepts of intelligibility and identity as performance to make sense of enactments of ‘subaltern’...  相似文献   

Home,school and the museum: shifting gender performances and engagement with science     

Spela Godec 《British Journal of Sociology of Education》2020,41(2):147-159

Abstract

Research has highlighted that engagement with science is highly gendered and that the masculinised culture of science makes it difficult for many girls/women to engage. Meanwhile, a growing body of research has explored the potential of out-of-school spaces to provide more equitable engagement opportunities. In this paper, I examine engagement with science among working-class, self-identified ‘girly’ girls aged 11-13. I discuss how gender performances and engagement with science shifted across science lessons, school trips and family trips to science museums. The findings suggest that engagement with science is complex, contradictory and varies across spaces – girls’ performances of hyper-femininity supported engagement with science in some spaces, but made it difficult in others. Different spaces also afforded the girls different opportunities for performing gender, which in some instances opened up new ways for engaging with science. I conclude by discussing the implications for more equitable science education.  相似文献   

“I’m Being a Man Here”: Urban Boys’ Performances of Masculinity and Engagement With Science During a Science Museum Visit     

Louise Archer  Emily Dawson  Amy Seakins  Jennifer DeWitt  Spela Godec  Christopher Whitby 《学习科学杂志》2016,25(3):438-485

The importance of increasing and widening participation in post-compulsory science and informal science learning (ISL) spaces is widely recognized—particularly for working-class and minority ethnic communities. While there is a growing understanding of the intersection of femininity with class, ethnicity, and science learning across formal and informal settings, there has been little work on how masculinity may shape urban boys’ science (non)participation and (dis)engagement. This article analyzes performances of masculinity enacted by 36 urban, working-class boys (from diverse ethnic backgrounds) during school science museum visits, exploring how these performances relate to science identity and engagement. We identify three main performances of masculinity enacted during the visits (“laddishness,” “muscular intellect,” and “translocational masculinity”), and trace the implications of each for boys’ science engagement. We consider the power implications of these performances, notably the extent to which hegemonic masculinity is normalized within the science museum space, the ways in which this normalization is co-constitutive of the boys’ performances of masculinity, and the implications of the boys’ performances of masculinity for other students (notably girls and less dominant boys). The article concludes with implications for research, policy, and practice regarding how to promote equitable participation and science learning within ISL.  相似文献   

Examining Student Engagement with Science Through a Bourdieusian Notion of Field     

Spela Godec  Heather King  Louise Archer  Emily Dawson  Amy Seakins 《Science & Education》2018,27(5-6):501-521

Student engagement with science is a long-standing, central interest within science education research. In this article, we examine student engagement with science using a Bourdiusian lens, placing a particular emphasis on the notion of field. Over the course of one academic year, we collected data in an inner London secondary science classroom through lesson observations, interviews and discussion groups with students, and interviews with the teacher. We argue that applying Bourdieusian theory can help better understand differential patterns of student engagement by directing attention to the alignment between students’ habitus and capital, and the field. Student behaviours that did not meet the requirements of the wider field were not recognised and valued as constituting engagement. Even when the ‘rules of the game’ of the science classroom were understood by the students, the tensions they experienced within the field made engaging with science impossible and undesirable. We discuss how a greater focus on the field can be useful for planning future interventions aimed at making science education more equitable.  相似文献   

Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach     

Louise Archer  Emily Dawson  Jennifer DeWitt  Spela Godec  Heather King  Ada Mau 《British Journal of Sociology of Education》2018,39(3):283-298

This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11–15), interviews and workshop data from the nine teachers and 13 discussion groups conducted with 59 students. The approach resulted in noticeable changes in practice, which were perceived by teachers and students to improve student engagement, cultivate a range of science-related dispositions and promote wider student participation and ‘voice’ in classes. Issues, limitations and possibilities for sociology of education are discussed.  相似文献