TY - JOUR
T1 - Dialogic scientific gatherings with mothers and teachers from a primary school
T2 - Raising awareness about the impact of gender and education research
AU - Ruiz-Eugenio, Laura
AU - Munte-Pascual, Ariadna
AU - Khalfaoui, Andrea
AU - Serradell, Olga
N1 - ALLINTERACT is a project funded by the European Union’s Horizon 2020 scientific research programme (Flecha and ALLINTERACT Consortium, ). The project has two general goals: on the one hand, to create new knowledge about how to transform potential citizen participation in science into actual engagement in scientific research, and on the other hand, to unveil new ways to engage societal actors, including groups that have traditionally been excluded from science. This project is based on the idea that although many citizens still need to see why they should understand or participate in science, they are willing to participate when they become aware of the social impact of research results (Soler-Gallart and Flecha, ). In this vein, previous research has shown that if citizens are aware of the social impact arising from research, they are more likely to become involved and participate in science (Flecha). The ALLINTERACT project focuses on two Sustainable Development Goals: quality education and gender equality.
PY - 2023/10/12
Y1 - 2023/10/12
N2 - Social science unveils new ways of engaging communities in science. However, it has not yet been analysed how dialogic scientific gatherings (DSGs), a community science action, involve communities to benefit from the research on two sustainable development goals: quality education and gender equality. Within the framework of the EU H2020-funded project “ALLINTERACT Widening and diversifying citizen engagement in science” (Flecha and ALLINTERACT Consortium, 2020), the DSGs on evidence in preventing violence and gender violence through education have been replicated to engage a group of 10 mothers from a low-middle socioeconomic background whose children attend the same neighbourhood school and two teachers. The participants’ perception of the DSGs’ replicability has been studied through focus groups. The first one was a pretest FG aimed at collecting the previous perceptions of the participants about their awareness of the scientific research benefits and impact and their previous engagement in science. The second round was a posttest FG after participating in the DSGs, which consisted of 11 sessions in which participants selected scientific articles to read and discuss together. The posttest FG explores changes in participants’ perception regarding the topics discussed in the first round and analyses how the replicability of the DSGs aimed at community participation in science developed. The main findings show that after participating in the DSGs, participants reported more awareness related to scientific research benefits and impact, increased involvement in science, greater understanding of the social impact of scientific evidence in preventing violence and gender violence through education, and more engagement in social issues for the improvement of their community. The implications for the replicability of DSGs as community science action are as follows: 1) The topics to be read must be based on the participants’ interests, and 2) the dialogical functioning criteria must be ensured.
AB - Social science unveils new ways of engaging communities in science. However, it has not yet been analysed how dialogic scientific gatherings (DSGs), a community science action, involve communities to benefit from the research on two sustainable development goals: quality education and gender equality. Within the framework of the EU H2020-funded project “ALLINTERACT Widening and diversifying citizen engagement in science” (Flecha and ALLINTERACT Consortium, 2020), the DSGs on evidence in preventing violence and gender violence through education have been replicated to engage a group of 10 mothers from a low-middle socioeconomic background whose children attend the same neighbourhood school and two teachers. The participants’ perception of the DSGs’ replicability has been studied through focus groups. The first one was a pretest FG aimed at collecting the previous perceptions of the participants about their awareness of the scientific research benefits and impact and their previous engagement in science. The second round was a posttest FG after participating in the DSGs, which consisted of 11 sessions in which participants selected scientific articles to read and discuss together. The posttest FG explores changes in participants’ perception regarding the topics discussed in the first round and analyses how the replicability of the DSGs aimed at community participation in science developed. The main findings show that after participating in the DSGs, participants reported more awareness related to scientific research benefits and impact, increased involvement in science, greater understanding of the social impact of scientific evidence in preventing violence and gender violence through education, and more engagement in social issues for the improvement of their community. The implications for the replicability of DSGs as community science action are as follows: 1) The topics to be read must be based on the participants’ interests, and 2) the dialogical functioning criteria must be ensured.
KW - education
KW - sociology
UR - http://www.scopus.com/inward/record.url?scp=85174181719&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/a165011e-2839-30eb-8618-3d3aaa90c780/
U2 - 10.1057/s41599-023-02224-6
DO - 10.1057/s41599-023-02224-6
M3 - Article
AN - SCOPUS:85174181719
SN - 2662-9992
VL - 10
JO - Humanities and Social Sciences Communications
JF - Humanities and Social Sciences Communications
IS - 1
M1 - 699
ER -
