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International Journal of STEM Education|October 22, 2020
Young people's tech identity performances: why materiality mattersSpela Godec, Uma Patel, Louise Archer, et al.Pedagogy, Culture & Society|September 30, 2024
'It really has made me think': Exploring how informal STEM learning practitioners developed critical reflective practice for social justice using the Equity Compass toolLouise Archer, Spela Godec, Uma Patel, et al.Science Education|September 30, 2021
Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programsLouise Archer, Spela Godec, Angela Calabrese Barton, et al.Cultural Studies of Science Education|June 6, 2022
Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learningLouise Archer, Angela M Calabrese Barton, Emily Dawson, et al.Public Understanding of Science (Bristol, England)|January 11, 2018
Reimagining publics and (non) participation: Exploring exclusion from science communication through the experiences of low-income, minority ethnic groupsEmily DawsonScience Education|January 10, 2015
"Not Designed for Us": How Science Museums and Science Centers Socially Exclude Low-Income, Minority Ethnic GroupsEmily DawsonScience Education|June 6, 2017
Is Science for Us? Black Students' and Parents' Views of Science and Science CareersLouise Archer, Jennifer Dewitt, Jonathan OsbornePublic Understanding of Science (Bristol, England)|April 29, 2025
Science communication, politics and power: Social justice perspectivesEmily Dawson, Simon LockEuropean Journal of Medical Genetics|December 28, 2018
Popular culture and genetics; friend, foe or something more complex?Jonathan Roberts, Louise Archer, Jennifer DeWitt, et al.Pediatric Annals|June 1, 2014
A neonate with critical congenital heart diseaseJarrett Linder, Emily Dawson, Paula WilliamsPageof 3