Emily Dawson
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Most Influential Person Now
British social scientist
Emily Dawson's AcademicInfluence.com Rankings
Emily Dawsonphilosophy Degrees
Philosophy
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#15717
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Logic
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World Rank
#11486
Historical Rank
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Philosophy
Emily Dawson's Degrees
- Bachelors Sociology University of Oxford
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Why Is Emily Dawson Influential?
(Suggest an Edit or Addition)According to Wikipedia, Emily Dawson is a teacher in the field of Science and Technology Studies. Career Dawson's research focuses on how people encounter and engage with science, with an emphasis on equity and social justice.
Emily Dawson's Published Works
Number of citations in a given year to any of this author's works
Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author
Published Works
- “Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts (2015) (355)
- “Not Designed for Us”: How Science Museums and Science Centers Socially Exclude Low-Income, Minority Ethnic Groups (2014) (171)
- Who's Asking? Native Science, Western Science, and Science Education (2014) (130)
- Reimagining publics and (non) participation: Exploring exclusion from science communication through the experiences of low-income, minority ethnic groups (2018) (104)
- Equity in informal science education: developing an access and equity framework for science museums and science centres (2014) (98)
- Towards A Contextual Turn in Visitor Studies: Evaluating Visitor Segmentation and Identity-Related Motivations (2011) (90)
- Equity, Exclusion and Everyday Science Learning (2019) (53)
- Disorientating, fun or meaningful? Disadvantaged families’ experiences of a science museum visit (2016) (52)
- Social justice and out‐of‐school science learning: Exploring equity in science television, science clubs and maker spaces (2017) (48)
- Analysing the UK Science Education Community: The contribution of informal providers (2012) (42)
- Killing Curiosity? An Analysis of Celebrated Identity Performances among Teachers and Students in Nine London Secondary Science Classrooms. (2017) (42)
- “Oh Yes, Robots! People Like Robots; the Robot People Should do Something”: Perspectives and Prospects in Public Engagement With Robotics (2011) (40)
- Analyzing science education in the U.K.: taking a system-wide approach (2015) (36)
- Selfies at the science museum: exploring girls’ identity performances in a science learning space (2020) (33)
- “I’m Being a Man Here”: Urban Boys’ Performances of Masculinity and Engagement With Science During a Science Museum Visit (2016) (30)
- Reframing social exclusion from science communication: Moving away from 'barriers' towards a more complex perspective (2014) (29)
- Mediating Science and Society in the EU and UK: From Information-Transmission to Deliberative Democracy? (2010) (29)
- Genetic testing in a drama and discussion workshop: exploring knowledge construction (2009) (23)
- Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach (2018) (22)
- Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs (2020) (21)
- Examining Student Engagement with Science Through a Bourdieusian Notion of Field (2018) (20)
- Dialogue and Synthesis: Developing Consensus in Visitor Research Methodology (2011) (19)
- Psychotropic medication oversight for youth in foster care: A national perspective on state child welfare policy and practice guidelines (2011) (18)
- From the margins to the mainstream: deconstructing science communication as a white, Western paradigm (2021) (17)
- Can the subaltern ‘speak’ science? An intersectional analysis of performances of ‘talking science through muscular intellect’ by ‘subaltern’ students in UK urban secondary science classrooms (2018) (15)
- ‘Younger People Have Like More of an Imagination, No Offence’: Participant Perspectives on Public Engagement (2012) (12)
- Interested but not being served: mapping young people’s participation in informal STEM education through an equity lens (2021) (12)
- Using an eLearning Module to Facilitate Sepsis Knowledge Acquisition Across Multiple Institutions and Learner Disciplines (2019) (5)
- Pathways in informal science learning: a practice-research brief (2015) (4)
- When science is someone else's world (2016) (4)
- United Kingdom: An example of the impact of high stakes accountability regimes on STEM education (2014) (4)
- Young people’s tech identity performances: why materiality matters (2020) (3)
- Individual differences in ganzfeld precognition task performance with selected participants (2018) (3)
- Zine Scene at Multnomah County Library: An Interview with Emily-Jane Dawson (2010) (3)
- Contextual approaches to visitor studies research : Evaluating audience segmentation and identity-related motivations * (2010) (3)
- Science capital made clear (2016) (3)
- Equity in informal science learning: a practice-research brief (2015) (3)
- Youth equity pathways in informal science learning (2015) (2)
- Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning (2022) (2)
- Testing Precognition and Alterations of Consciousness with Selected Participants in the Ganzfeld1 (2020) (2)
- Testing Precognition and an Altered State of Consciousness with Selected Participants in the Ganzfeld (2020) (2)
- A community-based public engagement with health experiment: Using English for speakers of other languages (ESOL) classes to empower immigrant communities with science (2018) (2)
- Highlighting the wider relevance of science centre evaluations: a reflection on the evaluation of a physics engagement programme (2015) (1)
- SCIENCE MUSEUMS, SCIENCE CENTERS, AND NON-PARTICIPATION (2012) (1)
- Testing precognition and altered state of consciousness with selected participants in the ganzfeld: A pre-registered study (2018) (1)
- Social justice and out-of-school science learning : Exploring equity in science television , science clubs andmaker spaces (2019) (1)
- Empowering mothers. (1993) (0)
- Using Bourdieu in practice? Urban secondary teachers' and students' experiences of a Bourdieusian-inspired pedagogical approach (2020) (0)
- ''ScienceCapital'':AConceptual,Methodological,andEmpiricalArgument forExtendingBourdieusianNotionsofCapitalBeyondtheArts (2015) (0)
- Can the subaltern do science? Intersections of gender and ethnicity within minoritised students' struggles for intelligibility and 'voice' in the secondary science classroom. (2017) (0)
- Edinburgh Explorer Testing precognition and altered state of consciousness with selected participants in the Ganzfeld (2020) (0)
- Critical Response to Archer et al. (2015) "Science Capital": A Conceptual, Methodological, and Empirical Argument for Extending Bourdieusian Notions of Capital Beyond the Arts Response (2015) (0)
- Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning (2022) (0)
- Design-based research: A way to frame our collaborative process (2013) (0)
- Theorising student engagement with science from a Bourdieusian perspective: Possibilities for theoretical extension and practical application. (2017) (0)
- ‘It really has made me think’: Exploring how informal STEM learning practitioners developed critical reflective practice for social justice using the Equity Compass tool (2022) (0)
- Examining Student Engagement with Science Through a Bourdieusian Notion of Field (2018) (0)
- Exploring the politics of science communication research: looking at science communication from a social justice perspective (2022) (0)
- Can the subaltern ‘speak’ science? An intersectional analysis of performances of ‘talking science through muscular intellect’ by ‘subaltern’ students in UK urban secondary science classrooms (2018) (0)
- Young people’s tech identity performances: why materiality matters (2020) (0)
- Disorientating, fun or meaningful? Disadvantaged families’ experiences of a science museum visit (2016) (0)
- Resarch & practice agenda: equity pathways in informal STEM learning (2015) (0)
- ResearchArticle ‘ ‘ ScienceCapital ’ ’ : AConceptual , Methodological , andEmpiricalArgument forExtendingBourdieusianNotions ofCapitalBeyond theArts (2015) (0)
- Understanding exclusion (2019) (0)
- Afterword (2019) (0)
- Talking robots research report (2008) (0)
- Engaging Robotics: Lessons for Public Engagement (2009) (0)
- Mapping participation (2019) (0)
- Introduction : Exploring exclusion (2019) (0)
- What is science communication (2013) (0)
- Elephant in the room (Session Chair and Organiser) (2010) (0)
- Transforming everyday science learning (2019) (0)
- Engaging Science Policy: From the Side of the Messy (2011) (0)
- Molecular genetic studies of the psychoses. (1995) (0)
- Talking robots: examining public engagement with emergent robotic technologies (2008) (0)
- Feeling excluded (2019) (0)
- Introduction (2019) (0)
- Science Capital Index (2021) (0)
- Facilitating discussion about genetic testing with secondary school students (2008) (0)
- No ‘taste’ for science? (2019) (0)
- Being excluded (2019) (0)
- Feminism, intersectionality, and decolonization theories (2021) (0)
- Looking at voluntary participation programs (1998) (0)
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