Contributeurs:
État de publication: publié
Titre du livre:
Éditeur: Springer Cham
Volume: 54
Intervalle de pages: 211–230
ISBN: 978-3-031-88785-7
Résumé: This chapter offers insights into possibilities for science education projects grounded in informal science practices as I explore how rich learning opportunities can be when viewed from the perspective of relational and Indigenous epistemologies of science and the world. To situate this chapter conceptually, I draw on an emergent literature that views learning and identity as relational. I then engage with the kind of epistemological shifting called for by such a view. The intersection of informal and formal science learning is at the heart of how I approached learning and identity in two projects, one involving urban science clubs and one involving a community-led water stewardship program. My analysis of multiple data sources including video, fieldnotes, journal notes, dialogues, and interviews highlights science practices that are locally relevant, transformative and empowering, and deeply committed to social justice. I end with implications of a relational perspective for navigation among epistemologies and science practices that I contend is at the heart of an equity and social justice-driven lens to informal science education.
Mots clé(s):
Dimension(s):
Théorie de l'activité:
Appartenance: