January 1st, 2018 | RESEARCH
This article explores science communication from the perspective of those most at risk of exclusion, drawing on ethnographic fieldwork. I conducted five focus groups and 32 interviews with participants from low-income, minority ethnic backgrounds. Using theories of social reproduction and social justice, I argue that participation in science communication is marked by structural inequalities (particularly ethnicity and class) in two ways. First, participantsâ involvement in science communication practices was narrow (limited to science media consumption). Second, their experiences of exclusion centred on cultural imperialism (misrepresentation and âOtheringâ) and powerlessness (being unable to participate or change the terms of their participation). I argue that social reproduction in science communication constructs a narrow public that reflects the shape, values and practices of dominant groups, at the expense of the marginalised. The article contributes to how we might reimagine science communicationâs publics by taking inclusion/exclusion and the effects of structural inequalities into account.
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emily dawson, Author, University College LondonCitation
Identifier Type: DOI
Identifier: 10.1177/0963662517750072
Publication: Public Understanding of Science
Volume: 27
Number: 1
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Access and Inclusion: Asian Communities | Black | African American Communities | Ethnic | Racial | Hispanic | Latinx Communities | Indigenous and Tribal Communities | Low Socioeconomic Status | Women and Girls
Audience: Educators | Teachers | General Public | Learning Researchers | Museum | ISE Professionals | Scientists
Discipline: Education and learning science | General STEM
Resource Type: Peer-reviewed article | Research | Research Products
Environment Type: Broadcast Media | Exhibitions | Media and Technology | Public Programs