Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs

被引：25

作者：

Archer, Louise ^{[1
]}

Godec, Spela ^{[1
]}

Calabrese Barton, Angela ^{[2
]}

Dawson, Emily ^{[3
]}

Mau, Ada ^{[1
]}

Patel, Uma ^{[1
]}

机构：

[1] UCL, Inst Educ, 20 Bedford Way, London WC1H 0AL, England

[2] Univ Michigan, Sch Educ, Educ Studies Dept, Ann Arbor, MI 48109 USA

[3] UCL, Sci & Technol Studies, London, England

来源：

SCIENCE EDUCATION | 2021年 / 105卷 / 01期

基金：

英国经济与社会研究理事会; 英国惠康基金; 美国国家科学基金会;

关键词：

Bourdieu; equity; social justice; informal science learning (ISL); STUDENTS; SCHOOL; MUSEUMS; PLACE; GIRLS;

D O I：

10.1002/sce.21602

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from four case study youth aged 11-14 from two ISL programs, we identify four areas of practice that were enacted to a greater or lesser extent in the programs in support of equitable youth outcomes. We identify how the equitable potential of these practices was realized through a disruption of dominant power relations. It is argued that ISL should focus on changing the field, rather than young people. Affordances and limitations of the Bourdieusian lens are discussed.

引用

页码：166 / 203

页数：38