Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning

Despite the promise of Informal Science Learning settings (ISLs) in supporting youth science engagement ways that value their experiences and communities, practice, such opportunities are limited. While some ISLs promote more culturally relevant approaches to engagement, many still reflect White supremacist patriarchal worldviews discourse practice. In Research Practice Partnerships, we engaged eight ISL educators from two partner sites—a community center center, across six programs. Using participatory ethnography explore how educators' pedagogical practices supported codeveloping justice-oriented experiences—experiences which disrupt these dominant oppressive norms. Our analysis pays attention, particular, those fraught moments when youth, interaction with peers educators, sought experience centered amplified lives, hopes, desires for being learning humanized community. Two kinds response patterns emerged report on our findings: (1) collaborative critique (2) critically each other towards new relationalities. We discuss political ethical dimensions teaching learning, fundamentally shifting power relationalities possibilities. also involved leveraging specific resee youths' activities ways, making visible an space limited visibility presence science—a kind pausing justice.