Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/556
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dc.contributor.authorVillanosa, Krystal
dc.contributor.authorHorn, Mike
dc.date.accessioned2018-11-04T23:26:23Z
dc.date.accessioned2018-11-04T22:39:36Z-
dc.date.available2018-11-04T23:26:23Z
dc.date.available2018-11-04T22:39:36Z-
dc.date.issued2018-07
dc.identifier.citationVillanosa, K. & Horn, M. (2018). Words Mean Things: How Museum Workers’ Discursive Practices Position the Diverse Communities They Seek to Engage. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1053
dc.identifier.urihttps://repository.isls.org//handle/1/556-
dc.description.abstractHow do museum workers, particularly those in science and technology centers and museums, conceptualize racial, ethnic, and cultural diversity? What might the language they use (e.g. “low-income,” “non-English speaking families”) to describe racially, ethnically, and culturally diverse communities reveal about how museum workers position persons and groups from these communities? In this paper, we present our preliminary findings from an interview study with science museum workers regarding their beliefs about diversity. In doing so, we offer insights about the racialized narratives embedded in discourses about diversity and diverse communities and discuss the potential implications of their use for learning.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleWords Mean Things: How Museum Workers’ Discursive Practices Position the Diverse Communities They Seek to Engageen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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