Presentation from the 2nd Scientix Conference, 24-26 Ocotober 2014, Brussels, Belgium

1. Implications of delivering
science and social inclusion
activities.
Tricia Alegra Jenkins

2. 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

3. We are living in times
of transformation

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

5. SiS Catalyst: Children As Changes Agents
for Science and Society
European Commission funded
(Mobilising and Mutual Learning Action Plan)
(2011 – 2014)

6. ,
What is SiS Catalyst?
4 year EC funded (2011 - 2014)
Mobilisation of Mutual Learning Action Plan
Science in Society

7. What we did
Global thinking
Local learning local action

8. 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

9. RRI/H2020 and Strategic Paper
Recommendations

11. In the words of children of Medellin,
Colombia (We All Can Change the World
Children’s Manifesto, April 2014):
“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.”

12. Acting ethically
Genuinely listening to children means:
• Empowering them to make choices
• Making changes as a consequence.

13. What do we mean by
social inclusion?

14. “Going to university is
not a question of ability
it is a consequence of
culture.”

15. SiS Catalyst learning by
science communicators
The social inclusion agenda
……..is NOT just an issue of
access

16. Science communities?
Who is welcome and who is not?
What are the unintentional exclusion
mechanisms…….. language, role
models, values, priorities, image etc

17. “Becoming a scientist is
not a question of ability
it is a consequence of
culture.”

18. ………..passion!

19. Alignment of agendas
‘All religions, arts
and sciences are
branches of the
same tree.’
Albert Einstein

20. Ando Danzando, Lima, Peru – run by volunteers
linked into national network of ballet dancers
School programme linked to high profile performances

23. “Becoming a ballet
dancer is not just a
question of ability it is a
consequence of
culture.”

24. ………..passion!

25. Design, governance and
implementation
…depend on the quality of
the relationships between all
those involved.

26. Relationships
• Relevance
• Ownership
• Empowerment

27. Key players need to take
responsibility for change.
• Recognise children as societal
actors
• Incorporate this thinking into both
policy and practice

28. ¿Haces o no haces?
Its not about how much we contribute,
its about if we contribute or do not contribute.

29. The need to think differently.
Taking global responsibility means
…….accepting that our actions of
today have an impact on the
future.

30. Societal priorities
The current priorities of economic
growth, competitiveness and
productivity are unsustainable.

31. Global challenges
Global responsibilities?

32. Survival of future generations

33. These cannot be
separate agendas

34. Collective Impact
Recognise 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!)

35. With knowledge comes
responsibility!

36. tjenkins@liv.ac.uk
http://www.siscatalyst.eu/