What’s it all about? Let’s break down Episode 1 to find out…
The SciComm Collective, a podcast initiative led by UWA students, is dedicated to making science accessible, engaging, and inclusive.
In our first episode, Ann Grand, former lecturer in science communication and currently an active researcher in engaged research at the National Coordinating Centre for Public Engagement, brought us together to delve into the motivations, challenges, and aspirations behind the new podcast.
How did it happen?
The SciComm Collective was born out of a desire to bridge the gap between science and the public. In mid-2024, inspired by UWA’s Grand Challenges – particularly the UN Sustainability Goals of addressing climate change and promoting a more just and equitable world – postgraduate students of Science Communication set out to create a platform where we could share our perspectives on ‘SciComm’. Unlike traditional lectures, our podcast offers a fresh and relatable approach, driven as it is by the experiences and insights of students from diverse backgrounds.
Planning for sustainability
Producing just a few episodes isn’t enough, of course! We aim to create a lasting impact by continuously evolving and adapting. This commitment to sustainability is reflected in our approach to learning and development. In Episode 1, we discuss the challenges we’ve faced, from learning how to edit and write show notes to building the necessary structures to support this podcasting journey.
The interdisciplinary nature of SciComm
Science communication is not a one-size-fits-all field; it encompasses a wide range of disciplines, from theoretical research to practical applications. At The SciComm Collective, we embrace this diversity by interviewing practitioners and discussing different careers in science communication. This approach enriches our content and also provides valuable insights for students and listeners interested in pursuing a career in this field.
Equity and accessibility
We are committed to making science communication accessible to everyone, regardless of their background, so we are trying to include diverse voices and perspectives in our podcast. By doing so, we hope to create a more inclusive and representative platform for science communication.
Reflection
In Episode 1, Ann guides us in reflecting on the unique approach of UWA’s Science Communication program. Leadership and an inclusive philosophy have helped shape the program at UWA; we have a distinct personality and approach. The SciComm Collective is a testament to the power of student-led initiatives and the impact they can have on the field of science communication.
What Next?
The SciComm Collective is not just a podcast; it is a movement driven by passionate students who are committed to making science communication more accessible, engaging, and inclusive! By sharing our journey, challenges, and insights, we hope to pave the way for future generations of science communicators.
So tune in to our latest episode to learn more about our inspiring journey and the impact we are making in the world of science communication. Thanks for joining us!
This is a conversation that I’ve played over and over for different reasons.
Alana is one of the most talented and passionate young people I’ve met (her list of accomplishments and experiences at her age is nothing short of gobsmacking). But more importantly, this conversation with her is an invitation to think about the ways in which the different strands that make up the rich tapestry of our identity (or our positionality, explained beautifully by Clare and Emma here) inform the way that we see and understand the world.
What I mean is that science is not the ultimate paradigm or the only ‘valid’ knowledge system out there. In fact, it is but one amongst many. And it is a system that, historically, has been weaponised against and used to marginalise communities across the globe.
A question that I often ask myself is how to navigate what I deem as the contradictions in my identity. How can I love science whilst acknowledging its most problematic aspects, and knowing that it is but one of the many lenses I possess in order to make meaning of my existence and that of others?
Talking to Alana reminded me that you can love something, but that doesn’t mean that it shouldn’t be subject to questioning; something of special relevance considering that she is also a Kaurna Narungga woman who is very well aware of the impacts of colonialism on her own community.
Listening back to this conversation reinforced what I have been feeling for a while – a discomfort in knowing that, despite coming from a place (the so-called Global South) that has also experienced the impacts of colonialism and the marginalisation of communities and knowledges, I too can be perpetuating, whether I want it or not, problematic behaviours and colonial structures.
Translating this discomfort into action can be challenging at times. And yet, hearing Alana discuss the ways in which researchers can become better allies to the communities they’re working with (especially those that have been historically marginalised) made me think that it is possible to work differently and move away from extractive and ‘business-as-usual’ practices.
This work starts with reflexivity.
Simply put, reflexivity is the recognition of the previous beliefs, assumptions, motivations and preconceptions that a person has once they embark on their research journey. In other words, practicing reflexivity is acknowledging one’s positionality.
In my own work as a transdisciplinary researcher working with Traditional Owners, I emphasise on the importance of decolonising the space in which we work and think together.
Decolonising can be a daunting word. But it is the key to avoid replicating extractive practices.
I like to return to the words of Palyku scholar Ambelin Kwaymullina in her poem Decolonisation:
The structures of settler-colonialism
are everywhere
in governments
corporations
educational institutions
in every place
where something was founded
developed
sustained
in the absence of respect
for Indigenous sovereignties
These structures also exist within Settlers
in the form
of patterns of thought
and behaviour
Decolonisation requires
that Settlers
continually identify
challenge
disrupt
the structures of settler-colonialism
including those patterns embedded
in mind and hearts
and in ways of relating
to Indigenous peoples
In my work, the search and recognition of my internal structures has helped me become aware of my gaps, my gray areas and potentially problematic patterns and behaviours.
And it’s in this spirit that I’d like to acknowledge a couple of remarks I made during this episode.
The first one is the use of the term ‘transdisciplinary science’. Upon further reflection, I prefer to use ‘transdisciplinary research’ to describe the space in which my work takes place.
In transdisciplinary spaces, there’s multiple knowledge holders involved – including academics, practitioners and members of local communities with different roles. Transdisciplinary science implies that the output of the work of these myriad of actors is science, when that is not necessarily the case, and not all these people see themselves as scientists.
The use of ‘transdisciplinary science’ renders the variety and uniqueness of participants in these spaces into a faceless, homogenous mass. And it is oxymoronic, even.
The next thing I’d like to point out is the comment about my master’s dissertation seeking to explore how transdisciplinary research unfolds ‘in the wild’ – a regrettable choice of language and an example of how colonial ideas about the ‘other’ being out there (outside of civilisation, if you will) still persist in the collective imaginary (and mine, by default).
While I failed to recognise this at the time, I involuntarily replicated a problematic and colonial pattern. But I wish to take accountability and continue deconstructing my own ways of thinking and doing.
Unlearning and undoing familiar patterns is not easy. At times, it feels like a reconfiguration of the self and one’s positionality.
But the beauty of it is that these things are fluid.
In fact, research (and transdisciplinary research, particularly) requires this fluidity.
After all, this is how we learn, grow and establish more meaningful and respectful relationships.
Camila is a PhD candidate at The University of Western Australia with an interest in transdisciplinary research and inclusive science communication. When not working on her research, you will find her at her yoga studio, crocheting cute animals or raving about her cool job at Perth Zoo.
All opinions on this website are representative of individuals and are not representative of The University of Western Australia. The University of Western Australia is not liable for content herein.
