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Filter by keyword: Social inclusion

Publications including this keyword are listed below.

Mar 30, 2020 Article
Strategies for including communication of non-Western and indigenous knowledges in science communication histories

by Lindy A. Orthia

How a discipline's history is written shapes its identity. Accordingly, science communicators opposed to cultural exclusion may seek cross-cultural conceptualizations of science communication's past, beyond familiar narratives centred on the recent West. Here I make a case for thinking about science communication history in these broader geotemporal terms. I discuss works by historians and knowledge keepers from the Indigenous Australian Yorta Yorta Nation who describe a geological event their ancestors witnessed 30,000 ybp and communicated about over generations to the present. This is likely one of the oldest examples of science communication, warranting a prominent place in science communication histories.

Volume 19 • Issue 02 • 2020

Sep 30, 2019 Commentary
Technoscience in the era of #MeToo and the science march

by Stephanie Steinhardt

Feminist technoscience theory offers perspectives for science communication that both question common narratives and suggests new narratives. These perspectives emphasize issues of ethics and care often missing from science communication. They focus on questions of what is marginalized or left out of stories about science — and encourage us to make those absences visible.

Volume 18 • Issue 04 • 2019

Sep 30, 2019 Commentary
The seeming paradox of the need for a feminist agenda for science communication and the notion of science communication as a ‘ghetto’ of women's over-representation: perspectives, interrogations and nuances from the global south

by Elizabeth Rasekoala

The challenge to the science communication field put forward by Bruce Lewenstein, of the sector becoming a ‘ghetto’ of women's over-representation (see the commentary by Lewenstein in this issue), is a very timely wake-up call. This Commentary however, elaborates and frames the pivotal and constructivist premises on which this phenomenon should be interrogated and understood on many levels. It is critical that we undertake a deeper introspection, beyond just simplistic head counts of the number of women and men in the field, if we are to make sense of the seeming paradoxes that pervade the field, across the intersectionalities of gender, race, social class and other paradigms of inequality. This Commentary also highlights with qualitative and quantitative data how the interrogation of these developments in the field should bring on board inclusive global and diverse regional perspectives, critiques, good practices and nuances, to fully inform our shared understandings, and engender transformation in the field.

Volume 18 • Issue 04 • 2019

Feb 11, 2019 Practice Insight
Science Hunters: an inclusive approach to engaging with science through Minecraft

by Laura Hobbs, Carly Stevens, Jackie Hartley and Calum Hartley

Science Hunters is an outreach project which employs the computer game Minecraft to engage children with scientific learning and research through school visits, events, and extracurricular clubs. We principally target children who may experience barriers to accessing Higher Education, including low socioeconomic status, being the first in their family to attend university, and disability (including Special Educational Needs). The Minecraft platform encourages teamwork and makes science learning accessible and entertaining for children, irrespective of background. We employ a flexible approach that adapts to the needs of the users. More than 8000 children have been engaged in the first four years, with overwhelmingly positive feedback.

Volume 18 • Issue 02 • 2019

Jan 17, 2019 Article
Everyone counts? Design considerations in online citizen science

by Helen Spiers, Alexandra Swanson, Lucy Fortson, Brooke Simmons, Laura Trouille, Samantha Blickhan and Chris Lintott

Effective classification of large datasets is a ubiquitous challenge across multiple knowledge domains. One solution gaining in popularity is to perform distributed data analysis via online citizen science platforms, such as the Zooniverse. The resulting growth in project numbers is increasing the need to improve understanding of the volunteer experience; as the sustainability of citizen science is dependent on our ability to design for engagement and usability. Here, we examine volunteer interaction with 63 projects, representing the most comprehensive collection of online citizen science project data gathered to date. Together, this analysis demonstrates how subtle project design changes can influence many facets of volunteer interaction, including when and how much volunteers interact, and, importantly, who participates. Our findings highlight the tension between designing for social good and broad community engagement, versus optimizing for scientific and analytical efficiency.

Volume 18 • Issue 01 • 2019 • Special Issue: User Experience of Digital Technologies in Citizen Science, 2019

Dec 17, 2018 Commentary
Engaging Caribbean island communities with indigenous heritage and archaeology research

by Tibisay Sankatsing Nava and Corinne Hofman

This paper describes community engagement activities with indigenous heritage and archaeology research in the Caribbean. The practice of local community engagement with the archaeological research process and results can contribute to retelling the indigenous history of the Caribbean in a more nuanced manner, and to dispel the documentary biases that originated and were perpetuated from colonial times. From the conception of the ERC-Synergy NEXUS 1492 research project, a key aim has been to engage local communities and partners in the research process and collaboratively explore how the research results can be positively incorporated in contemporary cultural heritage. In the context of community engagement with scientific research, this paper explores the question of who represents a community and highlights key examples in community participation in archaeological research. These examples emphasize participation throughout the research process, from the development of research questions, to data analysis, dissemination and conservation action.

Volume 17 • Issue 04 • 2018

Nov 12, 2018 Practice Insight
A coding lab to increase science capital of school dropout teenagers

by Simona Cerrato, Francesca Rizzato, Lucia Tealdi and Elena Canel

We explored the potential of science to facilitate social inclusion with teenagers who had interrupted their studies before the terms set for compulsory education. The project was carried out from 2014 to 2018 within SISSA (International School for Advanced Studies), a scientific and higher education institution in physics, mathematics and neurosciences, and was focused on the production of video games using Scratch. The outcomes are encouraging: through active engagement, the participants have succeeded in completing complex projects, taking responsibilities and interacting with people outside their usual entourage, within a background in which they have been valued and respected.

Volume 17 • Issue 04 • 2018

Jul 16, 2018 Article
Communicating with Coastal Decision-Makers and Environmental Educators via Sea Level Rise Decision-Support Tools

by Denise DeLorme, Sonia Stephens, Scott Hagen and Matthew Bilskie

Communicating about environmental risks requires understanding and
addressing stakeholder needs, perspectives, and anticipated uses for
communication products and decision-support tools. This paper
demonstrates how long-term dialogue between scientists and stakeholders
can be facilitated by repeated stakeholder focus groups. We describe a
dialogic process for developing science-based decision-support tools as
part of a larger sea level rise research project in the Gulf of Mexico. We
demonstrate how focus groups can be used effectively in tool development,
discuss how stakeholders plan to use tools for decision-making and
broader public outreach, and describe features that stakeholders perceive
would make products more usable.

Volume 17 • Issue 03 • 2018

Nov 17, 2016 Article
Communicating science in English: a preliminary exploration into the professional self-perceptions of Australian scientists from language backgrounds other than English

by Adam Huttner-Koros and Sean Perera

Scientists for whom English is not their first language report disadvantages with academic communication internationally. This case study explores preliminary evidence from non-Anglophone scientists in an Australian research organisation, where English is the first language. While the authors identified similarities with previous research, they found that scientists from non-Anglophone language backgrounds are limited by more than their level of linguistic proficiency in English. Academic science communication may be underpinned by perceptions of identity that are defined by the Anglocentric hegemony in science, which dictates not only how academic science is communicated but also who can communicate it.

Volume 15 • Issue 06 • 2016