This Article Full Text (OnlineFirst PDF) All Versions of this Article: 0963662507079760v1 18/3/338    most recent Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Davies, S. Articles by Duensing, S. Search for Related Content Social Bookmarking                         What's this?

Discussing dialogue: perspectives on the value of science dialogue events that do not inform policy

¹ Research Associate in Durham University's Institute of Hazard and Risk Research, Durham.
² Director of the Center for Advancement of Informal Science Education (CAISE).
³ Visitor Researcher at the Science Museum in London.
⁴ Assistant professor in the Department of Ethnic Studies and Department of Women's & Gender Studies at California Polytechnic State University.
⁵ Professor at King's College London in the Department of Education and Professional Studies.

^* To whom correspondence should be addressed.

	Abstract

While theoretical work and empirical research have examined science policy informing "dialogue events," dialogue events that do not seek to inform public policy are under-theorized and under-researched, even though they are common and growing in popularity in the UK. We describe how, from a critical perspective, it may initially appear that such events cannot be justified without returning to the deficit model. But with this paper, we seek to open up a discussion about these non policy-informing events by arguing that there are in fact further ways to understand and frame them. We deliberately draw on different literatures and seek to make use of practitioner expertise within our discussion, in order to display several perspectives on the value of non-policy dialogue on science as sites of symmetrical individual or small-scale learning—rather than institutional learning—through social processes.

First published on October 1, 2008, doi:10.1177/0963662507079760

Public Understanding of Science 2009;18:338.

A more recent version of this article appeared on May 1, 2009


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?