Abstract Despite the promise of Informal Science Learning settings (ISLs) in supporting youth science engagement in ways that value their experiences and communities, in practice, such opportunities are limited. While some ISLs promote more culturally relevant approaches to science engagement, many still reflect White supremacist and patriarchal worldviews in discourse and practice. In Research Practice Partnerships, we engaged eight ISL educators from two partner sites—a community center and science center, and youth from across their six programs. Using participatory ethnography we explore how educators' pedagogical practices supported youth in codeveloping more justice‐oriented ISL experiences—experiences which disrupt these dominant and oppressive norms. Our analysis pays attention, in particular, to those fraught moments when youth, in interaction with peers and educators, sought to disrupt their ISL experience in ways that centered and amplified their lives, hopes, and desires for being and learning in ISL and humanized the ISL learning community. Two kinds of pedagogical response patterns emerged that we report on in our findings: (1) collaborative critique and (2) critically being with each other towards new relationalities. We discuss how these two practices centered political and ethical dimensions of teaching and learning, fundamentally shifting power and relationalities towards new ISL possibilities. We also discuss how these practices involved leveraging specific moments to resee youths' activities in new ways, making visible how an ISL space limited opportunities for youth visibility of presence in science—a kind of pausing for justice.
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