Emily Dawson

Equity, Exclusion and Everyday Science Learning

The Experiences of Minoritised Groups

• Gebundenes Buch

Produktbeschreibung

Science plays an important role in our societies and permeates cultural practices through the mass media, schooling and museums, as well as politics and personal decision-making. But to what extent is public or everyday science learning an educational, cultural or political resource accessible to everyone?

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 196
• Erscheinungstermin: 30. Januar 2019
• Englisch
• Abmessung: 240mm x 161mm x 15mm
• Gewicht: 464g
• ISBN-13: 9781138289949
• ISBN-10: 1138289949
• Artikelnr.: 55164902

Autorenporträt

Emily Dawson is an Associate Professor in the Department of Science and Technology Studies at University College London. Her work focuses on how people engage with and learn about science, with an emphasis on equity, in particular the construction of publics and 'non' publics for science, and the role of privilege in such processes.

Inhaltsangabe

Preface and acknowledgements
ONE. Introduction: exploring exclusion
TWO. Understanding exclusion
THREE. Mapping participation
FOUR. No 'taste' for science?
FIVE. Feeling excluded
SIX. Being excluded
SEVEN. Transforming everyday science learning
EIGHT. Afterword
APPENDIX. Research methods

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Preface and acknowledgements; ONE. Introduction: exploring exclusion; TWO. Understanding exclusion; THREE. Mapping participation; FOUR. No 'taste' for science?; FIVE. Feeling excluded; SIX. Being excluded; SEVEN. Transforming everyday science learning; EIGHT. Afterword; APPENDIX. Research methods

Rezensionen

Dr. Emily Dawson provides a much-needed perspective on science education, pointing out the issues that are difficult to grasp or even see from our privileged vantage points.

Marianne Achiam, Department of Science Education, University of Copenhagen

Dr. Emily Dawson provides a much-needed perspective on science education, pointing out the issues that are difficult to grasp or even see from our privileged vantage points.

Marianne Achiam, Department of Science Education, University of Copenhagen