Publication Date
| In 2025 | 1 |
| Since 2024 | 3 |
Descriptor
| Equal Education | 3 |
| Informal Education | 3 |
| STEM Education | 3 |
| Social Justice | 3 |
| Foreign Countries | 2 |
| Arts Centers | 1 |
| Communities of Practice | 1 |
| Cooperative Learning | 1 |
| Critical Theory | 1 |
| Educational Practices | 1 |
| Inclusion | 1 |
| More ▼ | |
Author
| Louise Archer | 3 |
| Angela Calabrese Barton | 2 |
| Emily Dawson | 2 |
| Spela Godec | 2 |
| Uma Patel | 2 |
| Ada Mau | 1 |
| Amanda Colborne | 1 |
| Beau-Jensen McCubbin | 1 |
| Day Greenberg | 1 |
| Micaela Balzer | 1 |
| Raj Bista | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
Audience
Location
| United Kingdom | 2 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkEmily Dawson; Raj Bista; Amanda Colborne; Beau-Jensen McCubbin; Spela Godec; Uma Patel; Louise Archer; Ada Mau – Science Education, 2024
Understanding equitable practice is crucial for science education since science, technology, engineering, and mathematics (STEM) fields and STEM learning practices remain significantly marked by structural inequalities. In this paper, building on theories of discourse and situated meaning developed by Foucault, Gee, and Sedgewick, we explore how…
Descriptors: STEM Education, Inclusion, Minority Group Students, Equal Education
Day Greenberg; Won Jung Kim; Sinead Brien; Angela Calabrese Barton; Micaela Balzer; Louise Archer – Science Education, 2025
We explore how experienced informal educators worked towards equitable and consequential opportunities for learning in informal STEM settings through pedagogical practice. Drawing from a justice-centered social practice stance we argue that pedagogical practice that promotes social transformation towards more just futures must confront and respond…
Descriptors: STEM Education, Social Justice, Informal Education, Equal Education
Louise Archer; Spela Godec; Uma Patel; Emily Dawson; Angela Calabrese Barton – Pedagogy, Culture and Society, 2024
Critical reflective practice is a foundation of socially just pedagogy. This paper focuses on the informal STEM (science, technology, engineering, and maths) learning sector, where there is an acute shortage of support for critical reflective practice despite long-standing, entrenched issues of inequity. We analyse how practitioners used a new…
Descriptors: Informal Education, STEM Education, Critical Theory, Reflection
