Flipping the Thinking on Equality, Diversity, and Inclusion. Why EDI Is Essential for the Development and Progression of the Chemical Sciences: A Case Study Approach

Abstract

All learners have a contribution to make to the development of the Chemical Sciences, be that in novel ways to teach, and their perspectives and contexts, but also in research, both in chemical education and the wider Chemical Sciences. Through four case studies, this paper explores interactions with diverse groups and how this has altered perspectives on both teaching and research. The case studies include work with visually impaired adults, a project bringing together First Peoples in Australia with academics to explore old ways (traditional science) and new ways (modern approaches), primary (elementary) school perspectives on teaching science, and a project in South Africa to connect university and township communities. Not only do these case studies demonstrate the immense value these diverse groups bring to our understanding about how to learn, but they also bring new perspectives on how to view and solve chemical problems.

Revisiting Chemophobia through a Social Justice Lens

“…Challenging chemophobia requires a multifaceted approach, including critical thinking and scientific literacy; inclusive education, communications, and outreach; and policy change for greater social justice in society. As Arday, Bhambra, and others have articulated, critical thinking is a tool of decolonization; hence, the methods to develop these skills must themselves be inclusive, decolonized, and relevant to their context. − In activities aiming to develop chemical literacy and/or critical thinking, widen the scope beyond purely chemical considerations to consider ethical and social aspects of the topic , e.g., when considering power generation, aspects such as waste disposal, efficiency, changes in demand, and environmental impact could all be considered Facilitate nonjudgmental discussions around chemophobia, critical thinking, and alternative conceptions, where all learners are able to engage and participate , A key aspect of this is to embed teaching scientists and STEMM students about inequities in science and wider society − Use real-world issues as starting points for critical and curious conversations–consider asking what, or who, is missing from the discussion We value the approach taken by Lynda Dunlop and colleagues in amplifying youth voices in the context of climate crisis , If you are conducting research or outreach, consider co-research or participatory research methods, collaborating with colleagues or advisors who have relevant lived experience , e.g., if an outreach activity is aimed at disabled learners, consider conducting a focus group with disabled students to discuss how the activity can be accessible, engaging, and relevant …”

“…If you are conducting research or outreach, consider co-research or participatory research methods, collaborating with colleagues or advisors who have relevant lived experience , e.g., if an outreach activity is aimed at disabled learners, consider conducting a focus group with disabled students to discuss how the activity can be accessible, engaging, and relevant …”

Science Camp for Middle School Blind and Visually Impaired Students

“…In addition, Supalo et al conducted summer programs to raise awareness in science, technology, engineering, and mathematics (STEM) education. The Bristol ChemLabS outreach program , gave its BVI participants the opportunity to engage with chemistry and specifically practical chemistry. BVI individuals are notably underrepresented in STEM disciplines .…”