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Viewing equitable practices through the lens of intersecting identities

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Abstract

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.

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Authors and Affiliations

  1. Curriculum and Instruction, Clemson University, Clemson, SC, USA

    Renée Lyons & Nikeetha Dsouza

  2. Department of Teaching and Learning, Clemson University, Clemson, SC, USA

    Cassie Quigley

Authors
  1. Renée Lyons
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  2. Nikeetha Dsouza
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  3. Cassie Quigley
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Correspondence to Cassie Quigley.

Additional information

Lead Editor: A. Sharma.

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 visit”. doi:10.1007/s11422-015-9667-7.

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Lyons, R., Dsouza, N. & Quigley, C. Viewing equitable practices through the lens of intersecting identities. Cult Stud of Sci Educ 11, 941–951 (2016). https://doi.org/10.1007/s11422-015-9699-z

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