Learning environments at the margin: Case studies of disenfranchised youth doing science in an aquarium and an after-school program |
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Authors: | Jrène Rahm and Doris Ash |
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Institution: | (1) Faculté des sciences de l’éducation, Département de psychopédagogie et d’andragogie, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, QC, H3C 3J7, Canada;(2) Education, 251 Social Science 1, University of California Santa Cruz, 1156 High Street, Santa Cruz, CA , 95064, USA |
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Abstract: | In this article, we explore how two informal educational contexts—an aquarium and an after-school science program—enabled
disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating
what doing science meant to them and how they positioned themselves in relation to science. We contribute to the extensive
literature on the value of learning beyond the school walls, yet focus on ethnically and linguistically diverse youth from
low-income backgrounds who have often been excluded from such settings. We suggest that such out-of-school settings are particularly
important to youth who have few other opportunities to interact with and relate to science in positive ways. |
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Keywords: | Disenfranchised youth Informal science learning Learning and identity Qualitative case studies Sociocultural-historical theory |
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