This briefing paper reports findings from the Youth Access & Equity in Informal Science Learning ... more This briefing paper reports findings from the Youth Access & Equity in Informal Science Learning (ISL) project, a UK-US researcher-practitioner partnership funded by the Science Learning+ Phase 1 scheme. Our project focuses on young people aged 11-14 primarily from under-served and non-dominant communities and includes researchers and practitioners from a range of ISL settings, including designed spaces (eg museums, zoos), community based (eg afterschool clubs) and everyday science spaces (eg science media).
This paper seeks to help increase understanding about the complexity of the processes through whi... more This paper seeks to help increase understanding about the complexity of the processes through which young people come to formulate their aspirations and their ideas about future occupations. In so doing, it argues that there is a potentially important and influential role that might be played by employer engagement with education, not least in terms of helping to make particular areas of work more ‘thinkable’ for young people.
This infographic reports findings from the Youth Access & Equity in Informal Science Learning (IS... more This infographic reports findings from the Youth Access & Equity in Informal Science Learning (ISL) project, a UK-US researcher-practitioner partnership funded by the Science Learning+ Phase 1 scheme. Our project focuses on young people aged 11-14 primarily from under-served and non-dominant communities and includes researchers and practitioners from a range of ISL settings: designed spaces (eg museums, zoos), community-based (eg afterschool clubs) and everyday science spaces (eg science media).
This briefi ng paper reports fi ndings from the Youth Access & Equity in Informal Science Learnin... more This briefi ng paper reports fi ndings from the Youth Access & Equity in Informal Science Learning (ISL) project, a UK-US researcher-practitioner partnership funded by the Science Learning+ scheme. Our project focuses on young people aged 11-14 primarily from under-served and non-dominant communities and includes researchers and practitioners from a range of ISL settings: designed spaces (eg museums, zoos), community-based (eg after school clubs) and everyday science spaces (eg science media).
Professor Louise Archer reports on research into the attitudes of young students towards STEM sub... more Professor Louise Archer reports on research into the attitudes of young students towards STEM subjects and careers as they move from primary to secondary – and the implications for key stage 3 teaching.
Exploring the many pathways of learning ‘Chinese’ and being ‘Chinese’, this volume also examines ... more Exploring the many pathways of learning ‘Chinese’ and being ‘Chinese’, this volume also examines the complex nature of language acquisition and development, involving language attitudes and ideologies as well as linguistic practices and identity formation. At the book launch, Xiao Lan Curdt-Christiansen co-editor of the book will give a lecture on Learning Chinese in Diasporic Communities: Does It Matter? Thursday, 30 October 2014 6pm-7pm Moray House School of Education, Patersons Land, Room G43
Understanding Minority Ethnic Achievement The authors of this book take a refreshing approach to ... more Understanding Minority Ethnic Achievement The authors of this book take a refreshing approach to the issue of minority ethnic achievement as they examine the views, identities and educational experiences of those pupils who are undoubtedly 'achieving', but who tend to remain ...
Background Identity provides a useful conceptual lens for understanding educational inequalities ... more Background Identity provides a useful conceptual lens for understanding educational inequalities in science, technology, engineering and mathematics (STEM). In this paper, we examine how paying attention to physical and digital ‘materiality’ enriches our understanding of identity work, by going beyond the spoken, written and embodied dimensions of identity performances that currently dominate the area of STEM identity scholarship. We draw on a multimodal ethnographic study with 36 young people aged 11–14 carried out over the course of one year at four UK-based informal STEM learning settings. Data collection included a series of interviews, observations and youth-created portfolios focused on STEM experiences. Illustrative case studies of two young men who took part in a community-based digital arts centre are discussed in detail through the theoretical lenses of Judith Butler’s identity performativity and Karen Barad’s intra-action. Results We argue that physical and digital materi...
This briefing paper reports findings from the Youth Access & Equity in Informal Science Learning ... more This briefing paper reports findings from the Youth Access & Equity in Informal Science Learning (ISL) project, a UK-US researcher-practitioner partnership funded by the Science Learning+ Phase 1 scheme. Our project focuses on young people aged 11-14 primarily from under-served and non-dominant communities and includes researchers and practitioners from a range of ISL settings, including designed spaces (eg museums, zoos), community based (eg afterschool clubs) and everyday science spaces (eg science media).
This paper seeks to help increase understanding about the complexity of the processes through whi... more This paper seeks to help increase understanding about the complexity of the processes through which young people come to formulate their aspirations and their ideas about future occupations. In so doing, it argues that there is a potentially important and influential role that might be played by employer engagement with education, not least in terms of helping to make particular areas of work more ‘thinkable’ for young people.
This infographic reports findings from the Youth Access & Equity in Informal Science Learning (IS... more This infographic reports findings from the Youth Access & Equity in Informal Science Learning (ISL) project, a UK-US researcher-practitioner partnership funded by the Science Learning+ Phase 1 scheme. Our project focuses on young people aged 11-14 primarily from under-served and non-dominant communities and includes researchers and practitioners from a range of ISL settings: designed spaces (eg museums, zoos), community-based (eg afterschool clubs) and everyday science spaces (eg science media).
This briefi ng paper reports fi ndings from the Youth Access & Equity in Informal Science Learnin... more This briefi ng paper reports fi ndings from the Youth Access & Equity in Informal Science Learning (ISL) project, a UK-US researcher-practitioner partnership funded by the Science Learning+ scheme. Our project focuses on young people aged 11-14 primarily from under-served and non-dominant communities and includes researchers and practitioners from a range of ISL settings: designed spaces (eg museums, zoos), community-based (eg after school clubs) and everyday science spaces (eg science media).
Professor Louise Archer reports on research into the attitudes of young students towards STEM sub... more Professor Louise Archer reports on research into the attitudes of young students towards STEM subjects and careers as they move from primary to secondary – and the implications for key stage 3 teaching.
Exploring the many pathways of learning ‘Chinese’ and being ‘Chinese’, this volume also examines ... more Exploring the many pathways of learning ‘Chinese’ and being ‘Chinese’, this volume also examines the complex nature of language acquisition and development, involving language attitudes and ideologies as well as linguistic practices and identity formation. At the book launch, Xiao Lan Curdt-Christiansen co-editor of the book will give a lecture on Learning Chinese in Diasporic Communities: Does It Matter? Thursday, 30 October 2014 6pm-7pm Moray House School of Education, Patersons Land, Room G43
Understanding Minority Ethnic Achievement The authors of this book take a refreshing approach to ... more Understanding Minority Ethnic Achievement The authors of this book take a refreshing approach to the issue of minority ethnic achievement as they examine the views, identities and educational experiences of those pupils who are undoubtedly 'achieving', but who tend to remain ...
Background Identity provides a useful conceptual lens for understanding educational inequalities ... more Background Identity provides a useful conceptual lens for understanding educational inequalities in science, technology, engineering and mathematics (STEM). In this paper, we examine how paying attention to physical and digital ‘materiality’ enriches our understanding of identity work, by going beyond the spoken, written and embodied dimensions of identity performances that currently dominate the area of STEM identity scholarship. We draw on a multimodal ethnographic study with 36 young people aged 11–14 carried out over the course of one year at four UK-based informal STEM learning settings. Data collection included a series of interviews, observations and youth-created portfolios focused on STEM experiences. Illustrative case studies of two young men who took part in a community-based digital arts centre are discussed in detail through the theoretical lenses of Judith Butler’s identity performativity and Karen Barad’s intra-action. Results We argue that physical and digital materi...
This paper reports on the discussion at a recent 'salon' on feminist agency. The views of the two... more This paper reports on the discussion at a recent 'salon' on feminist agency. The views of the two invited speakers, who raised concerns about the impact of post-modernism on political projects, are reported. The content of the general discussion around subjectivity, agency and structure are then set out. The group struggled with the possibilities and limitations of theory in these areas. In discussing how feminist theory might be taken forward, the group stressed the centrality and necessity of collectivities as enabling resistance and other expressions of agency. The group felt that further exploration and analysis of the notion of and feelings of selfhood are necessary to adequately conceptualize individual and collective agency, and the way in which structure inflects such agency and collectivities. Such work would also need to attend to issues of 'difference' such as social class and ethnicity, and to the emotional and/or psychic dimension involved in our construction of agency and selfhood.
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Papers by Louise Archer