Professor Richard Holliman, The Open University. Credit: Michael Francis.
In a recent post on the Guardian Science Policy blog I wrote, among other things, about the need for a vision for citizenship that moves science communication and engagement programmes beyond activities designed for ‘gifted and talented’ children and young people.
‘Cloned’ approaches to public engagement with research
In part, my concerns about this lack of diversity can be traced to research findings that showed how academics limit their framing of publics, purposes and processes when they plan their public engagement activities (Holliman and Jensen, 2009). My concerns were also born out of experience, working with teachers during my PhD research.
