Ideas from social justice can help us understand how equity issues are woven through out-of-school science learning practices. In this paper, I outline how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. I apply these ideas to out-of-school science learning via television, science clubs and maker spaces, looking at research as well as illustrative examples to see how equity challenges are being addressed in practice. I argue that out-of-school science
The project, called Experimenting With Storytelling, involved working with four schools in East London and Northamptonshire, United Kingdom. Each after school session, with elementary school children and their parents, consisted of a cultural story or folktale (the ‘storytelling’ part) which had some science in it followed by an associated practical activity (the ‘experimenting’ part).