implications of delivering science and social inclusion activities, tricia jenkins

Implications of delivering science and social inclusion

activities.

Tricia Alegra Jenkins

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

We are living in times

of transformation

…..and this change is occurring within ourselves, our institutions,

societies and globally…..

SiS Catalyst: Children As Changes Agents

for Science and Society

European Commission funded (Mobilising and Mutual Learning Action Plan)

(2011 – 2014)

,

4 year EC funded (2011 - 2014)

Mobilisation of Mutual Learning Action Plan

Science in Society

What is SiS Catalyst?

Global thinking

Local learning local action

What we did

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

RRI/H2020 and Strategic Paper

Recommendations

“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):

Genuinely listening to children means:

• Empowering them to make choices

• Making changes as a consequence.

Acting ethically

What do we mean by

social inclusion?

“Going to university is

not a question of ability

it is a consequence of

culture.”

The social inclusion agenda ……..is NOT just an issue of

access

SiS Catalyst learning by

science communicators

Who is welcome and who is not?

What are the unintentional exclusion mechanisms…….. language, role models, values, priorities, image etc

Science communities?

“Becoming a scientist is

not a question of ability

it is a consequence of

culture.”

………..passion!

Alignment of agendas

‘All religions, arts

and sciences are

branches of the

same tree.’

Albert Einstein

Ando Danzando, Lima, Peru – run by volunteers linked into national network of ballet dancers

School programme linked to high profile performances

“Becoming a ballet

dancer is not just a

question of ability it is a

consequence of

culture.”

………..passion!

…depend on the quality of the relationships between all

those involved.

Design, governance and

implementation

• Relevance• Ownership• Empowerment

Relationships

• Recognise children as societal actors

• Incorporate this thinking into both policy and practice

Key players need to take

responsibility for change.

Its not about how much we contribute,its about if we contribute or do not contribute.

¿Haces o no haces?

The need to think differently.

Taking global responsibility means …….accepting that our actions of

today have an impact on the future.

The current priorities of economic growth, competitiveness and

productivity are unsustainable.

Societal priorities

Global challenges

Global responsibilities?

Survival of future generations

These cannot be separate agendas

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!)

With knowledge comes

responsibility!

tjenkins@liv.ac.uk

http://www.siscatalyst.eu/