In this article I critically examine the historical context of science education in a natural history museum and its relevance to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education department in a natural history museum to demonstrate the historical constitution of current practices of the education department. Using sociocultural constructs around identity formation and transformation, I
This paper explores how people from low-income, minority ethnic groups perceive and experience exclusion from informal science education (ISE) institutions, such as museums and science centers. Drawing on qualitative data from four focus groups, 32 interviews, four accompanied visits to ISE institutions, and field notes, this paper presents an analysis of exclusion from science learning opportunities during visits alongside participants’ attitudes, expectations, and conclusions about participation in ISE. Participants came from four community groups in central London: a Sierra Leonean group (n
While many museums aim to reach underserved or non-traditional audiences, often including immigrant communities, little attention is given to understanding what is actually meant by "immigrant" and how the experience of many immigrant groups may have unique implications for museums and other informal learning institutions. This article raises key questions about the relationship between museums and immigrant communities in the U.S., the diverse and multivalent nature of immigrant groups, and important issues that museums should consider when thinking about engaging immigrant audiences--such as