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

Louise Archer · Spela Godec · Angela Calabrese Barton · Emily Dawson · Ada Mau · Uma Patel

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Abstract

Abstract 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.

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References

1991Situated Learning 1990The Logic of Practice 1987Handbook of Theory and Research for the Sociology of Education.2002The Forms of Capital 1996Social Practices 2009Learning Science in Informal Environments: People, Places, and Pursuits 2009Learning science in informal environments : people, places, and pursuits 1994Outlaw Culture: Resisting Representations

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