In her paper, Emily Dawson looks closely at the relation between equity and out-of-school science learning. Out-of-school science is a great source of valuable education, but research shows that this kind of learning reveals big disparities among society. Through television, science clubs and maker spaces, the author highlights how social justice theories can be used to consider equity in out-of-school science learning.

Dawson sets the different practices of out-of-school science learning in a spectrum of social justice that goes from weak to strong, in order to find out what equitable practices should look like and how to move towards more inclusive practices.

You can access the whole paper here.