Accessing the elite figured world of science
This review explores Jackson and Seiler’s “I am smart enough to study postsecondary science: A critical discourse analysis of latecomers’ identity construction in an online forum” by considering the analytic framework for figured worlds guiding this study. We consider the specific affordances of cultural production theory for examining how sociohistorical and cultural discourses of science as elite impact individuals at every level of education. We then extend this discussion by exploring how an informal learning space at a prestigious science museum was designed to explicitly tackle cultural discourses of science as elite that act as barriers to identification with science.
KeywordsFigured worlds Science identity Third space
The writing of this article was supported by the Office of The Director, National Institutes of Health under Award Number 5R25OD016514-04. The content is solely the responsibility of the author and does not necessarily represent the official views of the National Institutes of Health.
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