In this article we studied how community educators’ designed for equity in an after school science program. Building from discussions of equity in out‐of‐school‐time (OST) science, this case study offers insight into the role of pedagogy in organizing for dignity and belonging in an after school program. This case study focused on the practices of nine Latinx community educators as they supported science practices in an after school program. Grounded in an understanding of place and the specific cultural, political, and historical densities of life in an agricultural town, the study found that educators created a space of affirmation and care that supported alternative paths to deep engagement in science. The findings add dimensionality to current discourses of equity in OST science and engineering education by examining how historical and political understanding of marginalization informed educators’ pedagogical strategies. These strategies include offering: moment‐to‐moment affirmations of young people's ideas, material and cultural generosity in the Studio, connections to political belonging through science, and extensions from community activities into the after school science inquiries. Together educators created a space of belonging that used science and engineering as entry points for creation, political expression, and intellectual expansion.

中文翻译：

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利用历史和政治理解来设计科学教育中的平等

在本文中，我们研究了课后科学计划中社区教育者如何为公平而设计。本案例研究以课外时间（OST）科学中的公平性讨论为基础，从而深入了解了教学法在组织尊严和参与课后计划中的作用。本案例研究的重点是九名拉丁裔社区教育工作者的实践，因为他们在课后计划中支持科学实践。这项研究基于对农业小镇的位置以及特定的文化，政治和历史生活密度的理解，发现教育者创造了肯定和关心的空间，为深入从事科学事业提供了替代途径。通过研究历史和政治上对边缘化的理解如何为教育者的教学策略提供信息，这些发现为OST科学和工程教育中的当前公平论述增加了维度。这些策略包括：在瞬间确认年轻人的想法，工作室中的物质和文化慷慨，通过科学与政治归属的联系以及从社区活动扩展到课后科学探究。教育工作者共同创造了一个归属空间，该空间将科学和工程学作为创造，政治表达和智力扩展的切入点。工作室中的材料和文化大度，通过科学与政治归属的联系以及从社区活动到课后科学询问的扩展。教育工作者共同创造了一个归属空间，该空间将科学和工程学作为创造，政治表达和智力扩展的切入点。工作室中的材料和文化大度，通过科学与政治归属的联系以及从社区活动到课后科学询问的扩展。教育工作者共同创造了一个归属空间，该空间将科学和工程学作为创造，政治表达和智力扩展的切入点。