Communicating for inclusion: Using powerful images and language to support diversity in science

Cate Thomas; Patricia Logan; Chelsea Litchfield; Denise M Wood

doi:10.1007/978-3-030-91628-2_50

Communicating for inclusion: Using powerful images and language to support diversity in science

Research output: Book chapter/Published conference paper › Chapter (peer-reviewed) › peer-review

Abstract

Students often respond to situations based on their own positionality (i.e. their own world view). This may result in miscommunications. It can also result in incorrect, simplistic, or self-centred interpretations of situations. This chapter provides a stepped activity (and an ongoing tool) for students to expand their ideas around inclusive practice. This helps them become reflexive and critically conscious of their own positionality and to the need for honouring diversity as they communicate.

Original language	English
Title of host publication	Teaching science students to communicate
Subtitle of host publication	A practical guide
Editors	Susan Rowland, Louise Kuchel
Place of Publication	Cham, Switzerland
Publisher	Springer
Chapter	50
Pages	389-396
Number of pages	8
Edition	1st
ISBN (Electronic)	9783030916282
ISBN (Print)	9783030916275
DOIs	https://doi.org/10.1007/978-3-030-91628-2_50
Publication status	Published - 26 Apr 2023

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 10 Reduced Inequalities

Access to Document

10.1007/978-3-030-91628-2_50

Cite this

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abstract = "Students often respond to situations based on their own positionality (i.e. their own world view). This may result in miscommunications. It can also result in incorrect, simplistic, or self-centred interpretations of situations. This chapter provides a stepped activity (and an ongoing tool) for students to expand their ideas around inclusive practice. This helps them become reflexive and critically conscious of their own positionality and to the need for honouring diversity as they communicate.",

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language = "English",

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Communicating for inclusion: Using powerful images and language to support diversity in science. / Thomas, Cate ; Logan, Patricia ; Litchfield, Chelsea et al.
Teaching science students to communicate: A practical guide. ed. / Susan Rowland; Louise Kuchel. 1st. ed. Cham, Switzerland: Springer, 2023. p. 389-396.

Research output: Book chapter/Published conference paper › Chapter (peer-reviewed) › peer-review

TY - CHAP

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T2 - Using powerful images and language to support diversity in science

AU - Thomas, Cate

AU - Logan, Patricia

AU - Litchfield, Chelsea

AU - Wood , Denise M

N1 - Publisher Copyright: © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland.

PY - 2023/4/26

Y1 - 2023/4/26

N2 - Students often respond to situations based on their own positionality (i.e. their own world view). This may result in miscommunications. It can also result in incorrect, simplistic, or self-centred interpretations of situations. This chapter provides a stepped activity (and an ongoing tool) for students to expand their ideas around inclusive practice. This helps them become reflexive and critically conscious of their own positionality and to the need for honouring diversity as they communicate.

AB - Students often respond to situations based on their own positionality (i.e. their own world view). This may result in miscommunications. It can also result in incorrect, simplistic, or self-centred interpretations of situations. This chapter provides a stepped activity (and an ongoing tool) for students to expand their ideas around inclusive practice. This helps them become reflexive and critically conscious of their own positionality and to the need for honouring diversity as they communicate.

KW - Intent

KW - Conversation

KW - Working

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BT - Teaching science students to communicate

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A2 - Kuchel, Louise

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Communicating for inclusion: Using powerful images and language to support diversity in science

Abstract

UN SDGs

Access to Document

Other files and links

Fingerprint

Women in STEMM Decadal Plan

Athena SWAN Convenor/Intersectionality Collaboration lead (Regional SAGE Network)

Overcoming identity threat: Using persona pedagogy in intersectionality and inclusion training

Cite this

Communicating for inclusion: Using powerful images and language to support diversity in science

Abstract

UN SDGs

Access to Document

Other files and links

Fingerprint

Activities

Women in STEMM Decadal Plan

Impacts

Athena SWAN Convenor/Intersectionality Collaboration lead (Regional SAGE Network)

Research output

Overcoming identity threat: Using persona pedagogy in intersectionality and inclusion training

Cite this