ABSTRACT
Chapter Six describes the accompanied visits carried out as part of the research discussed in this book. Four of the five community groups chose to take part in an everyday science learning activity with me. Three groups visited science museums and one group visited a science centre. The visits testified to how much extra work was required of participants to simply be in these spaces. Being inside these buildings did not mean participants were included. Instead, participants were Othered by the extent to which they were made to feel that they did not fit in. Thus, not only was accessing science learning opportunities difficult, but participants felt they were not represented, respected or particularly welcome in the spaces we visited. Drawing on this data, I argue in Chapter Six that we must disrupt and transform everyday science learning if we hope to foster equity and develop meaningfully inclusive practices.
