research papers

A list of the peer-reviewed published research papers I’ve written & co-authored. They’re organised so the newest papers are first. You can download pdfs of all the ones I could organise from this page directly without paywalls etc by clicking where it says DOWNLOAD PDF . I’ve tried to linked papers to the relevant journal webpage too. You can find all of these and author pre-print versions of paper that aren’t gold open-access on my UCL IRIS pages.

• Archer, L., Calabrese Barton, A., Dawson, E., Godec, S., Mau, A., & Patel, U. (2022). Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning. Cultural Studies in Science Education. DOWNLOAD PDF

• Finlay, S. M., Raman, S., Rasekoala, E., Mignan, V., Dawson, E., Neeley, L., & Orthia, L. A. (2021). From the margins to the mainstream: deconstructing science communication as a white, Western paradigm. Journal of Science Communication, 20 (01), C02. doi:10.22323/2.20010302 DOWNLOAD PDF

• Dawson, E., & Streicher, B. (2020). Responding to the pandemic: a social justice perspective. Spokes. DOWNLOAD HERE

• Archer, L., Godec, S., Calabrese Barton, A., Dawson, E., Mau, A., & Patel, U. (2020). Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programmes. Science Education. DOWNLOAD PDF

• Godec, S., Patel, U., Archer, L., & Dawson, E. (2020). Young people’s tech identity performances: why materiality matters. International Journal of STEM Education, 7 (1). doi:10.1186/s40594-020-00249-w DOWNLOAD PDF

• Dawson, E. Archer, L., Seakins, A., Godec, S., DeWitt, J., King, H., Mau, A. & Nomikou, E. (2019). Selfies at the science museum: Exploring girls’ identity performances in a science learning space. Gender & Education. Online First. DOWNLOAD PDF

• Dawson, E.(2018). Reimagining publics and (non) participation: Exploring exclusion from science communication through the experiences of low-income, minority ethnic groups.  Public Understanding of Science. 28(7): 772-786. (OA) DOWNLOAD PDF

• Archer,L., Nomikou, E., Mau, A., King, H., Godec, S., DeWitt, J. & Dawson, E.(2018). Can the subaltern ‘speak’ science? An intersectional analysis if performances of ‘talking science through muscular intellect’ by ‘subaltern students’ in UK urban secondary science classrooms. Cultural Studies of Science Education. Online First. 

• Godec, S., King, H., Archer, L. & Dawson, E.(2018) Examining student engagement with science through the Bourdieusian notion of field. Science & Education. 27(5-6): 501-521.

• McLean, I., Ruston, M., Griffiths, R., Lizio, M.G., Dawson, E., Cruickshank, S. (2018). A community-based public engagement with health experiment: Using English for Speakers of Other Languages (ESOL) classes to empower immigrant communities with science. Research For All.2(1): 131-142. (OA)

• Archer, L., DeWitt, J., Dawson, E.,Godec, S., King, H., Mau, A., …Seakins, A. (2017). Killing curiosity? An analysis of celebrated identity performances among teachers and students in nine London Secondary Science Classrooms.  Science Education, Online first. doi:10.1002/sce.21291. 

• Dawson, E. (2017). Social justice and out-of-school science learning: Exploring equity in science television, science clubs and maker spaces.  Science Education, 101: 539-547.  (OA) DOWNLOAD PDF

• Archer, L., Dawson, E., DeWitt, J., Godec, S., King, H., Mau, A., …Seakins, A. (2017). Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach. British Journal of Sociology of Education, Online first.

• Archer, L., Dawson, E., Seakins, A., DeWitt, J., Godec, S., & Whitby, C. (2016). “I’m Being a Man Here”: Urban Boys’ Performances of Masculinity and Engagement With Science During a Science Museum Visit. Journal of the Learning Sciences, 25(3), 438-485.

• Archer, L., Dawson, E., Seakins, A. and Wong, B. (2016). ‘Disorienting, Fun or Meaningful? Disadvantaged families’ experiences of a science museum visit’. Cultural Studies in Science Education. 11(4), 917-939.

• King, H., Dawson, E. and Leyva, R. (2015). ‘Highlighting the Wider Relevance of Science Centre Evaluations: A Reflection on the Evaluation of a Physics Engagement Programme’. Journal of Science Communication. (OA)

• Archer, L., Dawson, E., DeWitt, J., Seakins, A. and Wong,  B. (2015).‘Science Capital’: A conceptual, methodological and empirical argument for extending Bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching. 52, 922-948. (OA)

• Falk. J.,  Dierking, L., Osborne, J., Dawson, E., Wenger, M. and Wong, B. (2015)  Analyzing science education in the UK: Taking a system-wide approach. Science Education. 99(1): 145-173.

• Dawson. E. (2014). Equity in informal science education: Developing an access & equity framework for science museums and science centres. Studies in Science Education, 50(2): 209-247. (OA) DOWNLOAD PDF

• Dawson. E. (2014). “Not designed for us”: How informal science learning environments socially exclude low-income, minority ethnic groups. Science Education. 98 (6): 981-1008. (OA) DOWNLOAD PDF

• Wilkinson, C., Dawson, E., & Bultitude, K. (2012). ‘Younger people have like, more of an imagination, no offence’: Participant perspectives on public engagement.International Journal of Science Education, Part B, 2(1), 43-61.

• Dawson, E., & Jensen, E. (2011). Towards a ‘contextual turn’ in visitor studies: Evaluating visiting segmentation and identity-related motivations. Visitor Studies, 14(2), 127-140. DOWNLOAD PDF

• Wilkinson, C., Bultitude, K., & Dawson, E. (2011). “Oh yes, robots! People like robots; the robot people should do something”: Perspectives and prospects in public engagement with robotics. Science Communication, 33(3), 367-397.

• Tlili, A. and Dawson, E. 2010. Mediating science and society in the EU and UK: From information-transmission to deliberative democracy? Minerva, 48(4), 429-461.

• Dawson, E., Hill, A., Barlow, J., and Weitkamp, E. (2009). Genetic testing in a drama and discussion workshop: Exploring knowledge construction. Research in Drama Education. 14(3), 361-390. DOWNLOAD PDF

• Payne, E. and Dawson, E. (2008). Mirror, mirror on the wall: A novel way of engaging lay audiences in thought and discussion about body image and appearance issues. Health Psychology Update. 17(2), 16-20.

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