implications of delivering science and social inclusion activities, tricia jenkins
DESCRIPTION
Presentation from the 2nd Scientix Conference, 24-26 Ocotober 2014, Brussels, BelgiumTRANSCRIPT
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Implications of delivering science and social inclusion
activities.
Tricia Alegra Jenkins
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Director: International Centre for Excellence in Educational Opportunities, University of Liverpool
Principal Investigator: SiS Catalyst: Children As Changes Agents for Science and Society EC funded F7 MMLAP (Mobilising and Mutual Learning Action Plan)
President: European Children’s University Network EUCU.NET
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We are living in times
of transformation
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…..and this change is occurring within ourselves, our institutions,
societies and globally…..
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SiS Catalyst: Children As Changes Agents
for Science and Society
European Commission funded (Mobilising and Mutual Learning Action Plan)
(2011 – 2014)
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,
4 year EC funded (2011 - 2014)
Mobilisation of Mutual Learning Action Plan
Science in Society
What is SiS Catalyst?
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Global thinking
Local learning local action
What we did
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SiS Catalyst messages:
• Children are Societal Actors
• The need for education systems to evolve
• Ethics – genuine listening means empowering
• Social inclusion – involves a cultural shift
• Key players - need to take responsibility
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RRI/H2020 and Strategic Paper
Recommendations
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“We are the ones that will live our future, that's why we don't want adults to take decisions without taking us into account.”
In the words of children of Medellin,
Colombia (We All Can Change the World
Children’s Manifesto, April 2014):
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Genuinely listening to children means:
• Empowering them to make choices
• Making changes as a consequence.
Acting ethically
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What do we mean by
social inclusion?
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“Going to university is
not a question of ability
it is a consequence of
culture.”
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The social inclusion agenda ……..is NOT just an issue of
access
SiS Catalyst learning by
science communicators
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Who is welcome and who is not?
What are the unintentional exclusion mechanisms…….. language, role models, values, priorities, image etc
Science communities?
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“Becoming a scientist is
not a question of ability
it is a consequence of
culture.”
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………..passion!
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Alignment of agendas
‘All religions, arts
and sciences are
branches of the
same tree.’
Albert Einstein
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Ando Danzando, Lima, Peru – run by volunteers linked into national network of ballet dancers
School programme linked to high profile performances
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“Becoming a ballet
dancer is not just a
question of ability it is a
consequence of
culture.”
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………..passion!
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…depend on the quality of the relationships between all
those involved.
Design, governance and
implementation
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• Relevance• Ownership• Empowerment
Relationships
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• Recognise children as societal actors
• Incorporate this thinking into both policy and practice
Key players need to take
responsibility for change.
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Its not about how much we contribute,its about if we contribute or do not contribute.
¿Haces o no haces?
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The need to think differently.
Taking global responsibility means …….accepting that our actions of
today have an impact on the future.
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The current priorities of economic growth, competitiveness and
productivity are unsustainable.
Societal priorities
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Global challenges
Global responsibilities?
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Survival of future generations
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These cannot be separate agendas
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Collective ImpactRecognise the shared agenda (We actually only have one!)
Mutually reinforcing actions(Choosing to align what you do with what others do)
Communication(Sharing - listening/empowering)
Being organised and connected(Choosing to connect, listening and evolving)
Investing(Time, energy and effort!)
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With knowledge comes
responsibility!