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Science communication plays a pivotal role in cultural engagement and life-long science learning. However, historically marginalized communities remain undervalued in these efforts due to practices that prioritize specific individuals, such as those who are affluent, college-educated, able-bodied, and already scientifically engaged. Science communicators can avoid these practices by acknowledging the intersecting historical and cultural dimensions surrounding science beyond those of the majority culture and practicing inclusive science communication efforts. Here, we define and describe the importance of inclusive science communication and outline how we use an asset-based community engagement framework in a place-based education program's communication practices with rural communities in the Southwestern United States. We describe how we designed our communication spaces, found our voice, and effectively communicate with non-English speaking and bilingual communities. We provide examples from the We are Water program, demonstrating how we utilize inclusive science communication practices to engage more widely with diverse communities and create space for community voices to be heard and shared. We conclude that the use of inclusive science communication strategies and an asset-based community engagement framework has allowed the We are Water program to connect with rural communities while communicating in a way that elevates historically marginalized voices, creates space for communities to share their own experiences through memories and stories, and honors diverse perspectives and ways of knowing.
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A Tool for Informing Community-Engaged Projects
While research suggests that community-engaged projects can be particularly effective, such work is notoriously time consuming and not scalable. The learning curve for an organization seeking to start such work is steep. Additionally, it is important to evaluate to what extent work typified as community engaged work actually creates a participatory space of communitycentered perspectives regarding roles, interests, worldviews, actions and outcomes. To this end, we developed a formative assessment tool using previously identified domains [1]. This tool, created in partnership between a university and an outreach group affiliated with the Air Force, allows organizations to evaluate existing projects and explore ways to develop on a path towards true community-engagement. The outreach group in this case undertakes significant STEM education within New Mexico, but in the past, a majority of the work has been done “for” or “to” communities, rather than “with” communities. We share development and initial use of the tool. By using the tool, several members made aspects of their work more explicit. Specifically, members shared ways they sought ideas, feedback, and insight from teachers, and how this informed their ongoing work. While the initial use of the tool revealed some uncertainty about community engagement, it opened space to value and expand existing practices aligned to community engagement. With increased use of the tool, members came to see some of their existing practices that were already aligned to community-engagement as more valued, and the individuals who led such work were positioned as contributing expertise, rather than anecdotes. Ongoing use of the tool, paired with leadership support, is driving the organization to change how they view community roles.
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- Award ID(s):
- 1751369
- PAR ID:
- 10311739
- Date Published:
- Journal Name:
- Proceedings of the ASEE 128th Annual Conference and Exhibition
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Conference Paper:
- https://doi.org/10.18260/1-2--36625
