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ERIC Number: EJ1121678
Record Type: Journal
Publication Date: 2016-Dec
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1871-1502
Viewing Equitable Practices through the Lens of Intersecting Identities
Lyons, Renée; Dsouza, Nikeetha; Quigley, Cassie
Cultural Studies of Science Education, v11 n4 p941-951 Dec 2016
This review explores Archer, Dawson, Seakins, and Wong's "Disorienting, fun or meaningful? Disadvantaged families' experiences of a science museum visit" by examining the analytic frameworks guiding this study. To expand on Archer et al.'s use of feminist post-structuralist theories of identity we draw from the theory of intersectionality to provide a more robust framework for analyzing barriers to engagement within an informal learning space. Our response to this work ends by exploring the types of solutions generated from an intersectionality framework--solutions aimed at transforming institutional programs and practices to create more equitable spaces for learning. [This paper is part of a forum and is a response to Archer, Dawson, Seakins, and Wong's article "Disorienting, Fun or Meaningful? Disadvantaged Families' Experiences of a Science Museum" (EJ1121577).]
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Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A