PEAN CHILDREN'S UNIVERSITY NETWORK  

Working Groups


Please note that the online registration is closed now and you have to choose your workshop directly at the conference registration desk!








WS1: Margit Sutrop & Heidy Meriste

University of Tartu / Estonia

[registration at the conference]

















WS2: Emily Dawson

University College London / United Kingdom

[registration at the conference]




















WS3: Vaughn Arrington & Sarah Mayne

Team Strength Detroit /USA

[registration at the conference]
















WS4: Veronika Wöhrer, Heike Raab & Karin Schneider

Universität Freiburg / Germany; University of Vienna

[registration at the conference]







WS5: Sonja Gruber

sonjagruber.at / Austria

[registration at the conference]






WS6: Raul Araujo & Osmar Araujo

Promotores e Defensores da Infância e da Juventude / Brazil

[registration at the conference]









WS7: Rene Dubay & Florian Kaiser

Missoula State College - Montana / USA
University of Liverpool / United Kingdom

[registration at the conference]












WS8: Mary Tupan-Wenno et. al

ECHO - Den Haag / Netherlands

[registration at the conference]





























WS9: Gudrun Bachmann, Anna Gunnarson & Silvia Prock

University of Iceland / Iceland; Navet science center /Sweden; University of Innsbruck /Austria

[registration at the conference]










WS10: Heidrun Schulze & Jeanette Müller

Science Center Netzwerk /Austria

[registration at the conference]










WS11: Melanie Fröhlich

European Students Union

[registration at the conference]

















 


Ethics - Informed Decision Making and Value Games in the context of Science in Society

In this workshop we are investigating ethical decision-making in the context of real-life situations collected during previous SiS CATALYST conferences. These situations are gathered together for values game dilemmas designed exclusively for practitioners working with children. This gives a great opportunity to discuss different dilemmas with our colleagues and also with our home universities or other organizations.

What are the main values when working with children? How far do the obligations of practitioners go? What are the main challenges or problems that we should take into account in order to make ethically-informed decisions?
Practitioner is a role model for children and this raises the question what kind of people do we want as lecturers or practitioners? Moreover, what kind of values and virtues are essential for empowering children?

These are the question we are dealing with when talking about informed decision-making in ethics.


Understanding social exclusion in science communication

In this workshop we will explore how different aspects of social exclusion in science communication are experienced in our practices. We will start with a mapping exercise to outline which groups do and do not engage with the specific science communication and informal science learning practices that workshop participants are involved in. These maps will be contextualised using international data about participation in science communication and informal science learning so that they can be seen in relation to a bigger picture about participation.

We will then carry out an analytic exercise using extracts from Emily’s research in London with minority-ethnic, socio-economically disadvantaged community and family groups who were involved in accompanied visits to science centres and museums. Participants will work on the data in small groups to unpick assumptions about inclusion, exclusion and how we usually think about these ideas in practice.

Following this exercise a framework for thinking about inclusive practice in informal science learning and science education along with ‘real world’ examples will be used as a starting point for developing practical steps for inclusive practice. In other words, how can we think about the changes that might be needed if we want to try and reach families, children, school-groups, teachers and other adults that we would like to work with.

The Interrupters - Youth Community Engagement to Overcome Educational Barriers

As the viscous war-tank like cycle we know too well rolls on, many of us find it our obligation to combat it every step of the way. Few see the youth as the ones with the intellect, will and ability to end that cycle. In this workshop, we will discover what it takes to ignite the cycle ending power within the youth. The questions will be answered...

What does it take to get youth to realize that they have power?
How do we as adults cultivate that power?
How do we help the youth to practice that power?

The answers to each of these questions will help you to become a cycle "Interruptor" and teach others to be "Interruptors" as well. Come join us, and join us.


Gender and Social Inclusion in Science Communication

In this workshop we want to discuss the potentials of science communication that connects sensitivity to issues of gender to those of social inclusion. Based on experiences in working with children and students in (children's) museums, science centers and schools, we want to address the implications and benefits of such 'intersectional' approaches. We use theoretical inputs elaborated in gender studies, migration studies and disability studies to develop inclusive strategies.


Beyond Evaluation : Accompanying Research

How can accompanying research help in detecting mechanisms of social exclusion of different (hard to reach) target groups? Which factors are influencing the process of social inclusions and exclusions? Reflecting place & space, communication & relation, (re)presentation, social background and environment to improve practices of science communication.


Institutional Adult-Child relationships – and how to balance Equity and Equality

Children have the right to be equal whenever difference diminishes them; children have the right to be equal when their difference make them inferior.
Participants will be invited to reflect on how to implement this new paradigm of relationship between children and adults based on the idea of children as subject of knowledge, right and politics considering the interpersonal, institutional and the legal dimensions. In this workshop the facilitator will apply cards games, role playing, drama dialogues and several other tools from the Playing as a Serious Matter Toolkit - Bringing Balance to an unbalanced relationship.


Indigenous Science

This workshop will provide an overview of the ways American Indian educators, and other Indigenous people globally are approaching science education and engagement of young people. Indigenous societies throughout the world developed effective and sophisticated systems of conveying critical science knowledge about their surrounding environments to young people. The workshop will on the one hand present these teaching techniques, including practical examples how this looks like. But on the other hand also explore in an interactive setting how these techniques and methods can enrich the programs and curricula of children universities outside of an indigenous setting. Furthermore the participants will explore how ethno-pedagogy could contribute to a more social inclusive design of science and society activities. As an illustration for the transfer, the outcomes of a study tour from European children university staff and participants to the Salish Kootenai College in Montana will be presented.


Access to HE - the example of Roma communities in Europe

This session will present stories and experiences of Europe’s indigenous communities as well as examples of successful programs. Aspiring children to go to higher education has become an important policy aim in many countries around the world. The earlier children start their pathway in education the better prepared they are to continue in higher education.

The growing demands for knowledge workers in general and in the sciences specifically is an important argument for Governments to invest in pathways to higher education. The question is whether these pathway programs are truly inclusive. This is why SiS Catalyst partners have differentiated activities to reach out to children from communities that are structurally underrepresented in higher education throughout Europe.

The Roma community can be considered as a hidden potential for Europe, however their proportion in higher education is almost negligible.

In this session we will explore how children’s university programs can increase aspiration and orientation of Roma youth to go to higher education. Different experts from or working with Roma communities in Europe are invited to share their experiences.


Geographical deployment and social inclusion - Mobile CU’s

The case of the Icelandic University Train is an example of how mobile Children´s Universities (CU) and other innovative models for science engagement and outreach programs might enhance public engagement and social inclusion in rural areas. In many of the northern countries of Europe, inhabited areas can be both spread and remote. And although most of them are thriving, many communities are struggling for their economic and cultural existence.
We will hear case stories from two other countries, Sweden and Austria, each with a different aspect of including young people in remote areas with little access to informal learning opportunities in their Children’s Universities or other science communication activities. Participants in this session are encouraged to share their experiences and engage in active exchange of ideas and inspiring discussions.


knowledge°rooms - empty shops for open science communication

In this workshop we will explore the role of rooms and settings in science communication activities, starting from our experiences with the
“knowledge°room”- project.  Empty shops in different districts of Vienna were refurbished and temporarily used as places for interactive science communication for new target groups.
The location and the design concept for the knowledge°rooms should incorporate the idea of open access and participative science communication. 
Starting from this experience, participants will experiment with different settings and discuss their views and experiences on the influence of rooms and room design on the science communication process.


Buddy up! The role of students in science communication with and for children

Science engagement programs at universities that are aiming to provide children a realistic but guided approach to academia became a valuable part of higher education institutes. Nowadays there are some pilot initiatives which include students in the development and delivery of such programs, but for the most part universities' engagement with children and young people is still without student’s participation. The workshop aims to explore the status quo and to discuss possibilities as well as downsides for an active involvement of students within such programs. Moreover, two young students who participated in the SiS Catalyst Internship programme will share their experiences in order to provide some insight of a possible function as bridges in linking children to higher education institutes.

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