Further discussion of the inherent challenges and subsequent opportunities for developing global science communication curricula

This paper responds to the framework of learning outcomes and competencies proposed by Lewenstein and Baram-Tsabari [2022. How should we organize science communication trainings to achieve competencies? International Journal of Science Education, Part B, 12(4), 289–308. https://doi.org/10.1080/21548455.2022.2136985], which provides an excellent overview of the skills underpinning all aspects of science communication. In presenting the framework, Lewenstein and Baram-Tsabari note that several people during the ‘member check’ of their framework development raised that many items may be culturally specific to Western, democratic nations. This is familiar to the discipline, which tends to be dominated by the theory developed in the ‘Global North’. The authors reiterate–rightly–that users of the framework need to develop a curriculum based on the needs of their audience and their context. However, if the dominant theories of the field are from one cultural perspective, this limits the opportunity to develop curricula in a global context. Science communication is increasingly found at the interface of attempts to address global issues like climate change, pandemics, food security and energy transition. Global solutions require global insights, meaning science communication theory and best practice need to be drawn from–and valued–from a greater variety of sources than is current practice.