Living Knowledge – No 11, May 2013

I S S N 1613 - 2270 LivingLiving No. 11 - May 2013 KnowledgeKnowledge International Journal of Community Based Research

Future Options for Responsible Research and innovation

6th Living Knowledge Conference Forgotten Citizens of Europe The ‘Other’ Edge of Innovation Media in Responsible Research and Innovation

Equity and Sustainibility Field Hearings Living Knowledge The International Science Shop Network Contents | Editorial

Contents Editorial

his year, 2013, was announced as „Year Tof Citizens“ with one of its intentions to encourage people to participate in civic fora on Focus: Future Options for EU policies and issues. We found new buzz- Responsible Research and Innovation words in the headlines: ‚Responsible Research and Innovation‘ and ‚Transformative Science‘. The first keyword stands as challenge for the creation of a Re- search and Innovation policy driven by the needs of society and engaging all societal actors via inclusive participatory approaches. The second keyword stands for a research that shifts or breaks 6th Living Knowledge Conference existing scientific paradigms and became important in policy debates about the future of science in society. An Innovative Civil Society: It can’t be denied that research and education - in co-operation Impact through Co-creation and Participation » 5 with policy-makers, business and society at large, the scientific Civil Society as Producer of Knowledge - The thoughts community - are tasked with developing visions for society, ex- behind the 6th Living Knowledge Conference in Copenhagen » 6 ploring various development pathways, and supporting sustainable technological and social innovations by creating problem awareness and promoting systemic thinking, thus empowering people to participate in and shape the transformation process. On the other hand science policy in the past was only little noticed by civil society’s associations. Here we see a powerful change, because civil society has the impression that the science PERARES system does not take on the pressing societal challenges such as climate change, resource scarcity, urbanization or affordable Free Science Shop Summer School » 9 health in an aging society - the so-called “Grand Challenges” - in Forgotten Citizens of Europe - sufficient numbers and with adequate means. A brief report on the Hungarian fieldwork in PERARES: » 10 To come to practical solutions, to develop Responsible Re- search and Innovation (RRI), public engagement and participation on all levels is vital: participation of citizens in generating research, but also participation in monitoring or performing research, in data collection or scenario development. A structured public engagement and involvement of Civil Society Organisations (CSOs) in Research & Innovation (R&I) therefore has the potential of shaping an innovation-friendly culture. Only Focus by integrating all forms of knowledge including up to now insuf- ficiently considered local knowledge and “practical experiential Media in Responsible Research and Innovation » 12 knowledge”, in addition to expert and scientific knowledge, we On the ‘Other’ Edge of Innovation - will be able to build a truly knowledge-based society. Community-University Partnerships Disrupt the Mundane » 16 Society’s participation in developing research issues, in the research Equity & Sustainability Field Hearings - Seeking Input from the Poor » 18 process itself and in the debate about its findings will be important Science Shop - Network WissNET » 20 factors determining the success of the transformation process. Mass experiments for school children in Sweden » 21 Region in Balance - Yours sincerly, Norbert Steinhaus Sustainable land use management in the district of Borken » 22 Living Knowledge International Journal of Community Based Research No. 11 – May 2013

Published by the International Science Shop Contact Point, c/o Wissenschaftsladen Bonn e.V., Reuterstr. 157, D-53113 Bonn, Germany, phone: ++228 201 610, fax: ++228 201 6111, mail: livingknowledge@wilabonn. de, www.wilabonn.de, Editor: Norbert Steinhaus ([email protected]), Assistant Editor: Michaela Shields ([email protected]), Layout: Norbert Steinhaus, Pictures: Archive, Norbert Steinhaus, Dr. Cornelia Voß, Pecher Naturgarten, Barbara Mihók, Maria Angela Ferrario, Deborah S. Rogers, Lisa Kannenbroch Around the World » 3 (Kreis Borken). Printed by: WarlichDruck RheinAhr GmbH, Bonn, May 2013, Number of Copies: 2000 Living Knowledge – Journal of Community Based Research is part of the output of PERARES (Public Engagement with Research and Research Engagement with Society) – which has been awarded financial support by the European Commis- » 23 sion as coordination action through the contract no. 244264 in FP7 (Area 5.1.2.1 Broader engagement on science-related Forum questions, SiS-2009-1.2.1.1 Structuring public engagement in research (PER)). For further information please see www. livingknowledge.org or contact Henk Mulder at [email protected].

The next printed issue of Living Knowledge – International Journal of Community Based Research will be published in April Clippings » 24 2014 . Information about coming editions and publishing cooperations can be found at the homepage of the Science Shop network (www.livingknowledge.org).The editors still welcome the contribution of reports, articles, news, press releases and clippings, letters, contribution to discussions, job offers, internships, internet links etc for the Living Knowledge newsletter and the website. Please feel free to contact the editors for your questions and any support.

The views expressed in the articles and papers are those of the authors and are not necessarily endorsed by the publisher and do not necessarily reflect the views of the European Commission. Whilst every care has been taken during production, the publisher does not accept any liability for errors that may have occurred.

2 Living Knowledge Around the World

INCERL - New Network in Ireland Formal Launch of UNESCO Chair in CBR and Social Responsibility in Higher Education A new network - the Irish Net- who encourage and support work for Community-Engaged lecturers, students and com- Formal launch at University of and South-South partnerships Research and Learning munity partners to collaborate Victoria, Ceremonial Hall of First that build on and enhance the (INCERL) - has been estab- on course-based, credit-bearing People‘s House, on 4 March 2013 emerging consensus in know lished in Ireland. projects for mutual benefit. The UNESCO Chair in ledge democracy. It strengthens Whilst it builds on the infor- To date, the focus has been on Community Based Research recent collaboration between mal networking already taking sharing resources and experi- and Social Responsibility in the Higher Education section in place amongst coordinators ences in the areas of policy, Higher Education grows out UNESCO, the Global Univer- across the island of Ireland, practice, and research/scholar- of and supports the UNESCO sity Network for Innovation the creation of a formal ship. global lead to play “a key role (GUNI) and the Global Alli- network is a direct outcome Community engaged research in assisting countries to build of the PERARES project. The and learning are developing knowledge societies”. This re- first meeting was held at the fields in Ireland, and members cently created UNESCO Chair Living Knowledge Conference of the network see an op- uniquely has its home in two in Bonn in May 2012. Three portunity to to support further complementary but distinct members of the PERARES embedding, both at the level institutions. It is co-located at consortium are involved in of individual HEIs and at the the Community Development ance on Community Engaged the network – University policymaking level. The policy Programme in the School of Research (GACER). College Cork, Dublin Institute context for the development of Public Administration at the Over the next four years, the for Technology and Queen’s this area of work in Ireland is University of Victoria (UVic) in co-chairs intend to work to University Belfast, alongside encouraging – the recent Na- Canada and at the Society for mainstream the practice of five other Irish Higher Educa- tional Strategy for Higher Edu- Participatory Research in Asia community-based research tion Institutions (HEIs). cation to 2030 (2011),which (PRIA) located in New Delhi, in the teaching and research set a policy context where India. Dr. Rajesh Tandon, functions of higher education research, teaching and civic Founding President of PRIA world-wide. engagement are the three main and Dr. Budd L Hall, Professor Contact: Budd L Hall, PhD, strategic priorities for HEIs in of Community Development Co-Chair, http://unescochair- Ireland – this is the first time at UVic serve as the first Co- cbrsr.org/about-unesco-chair/, that civic engagement has been Chairs. The UNESCO Chair [email protected], Twitter @ formally identified as a key supports North-South-South buddhall pillar in Higher Education in Ireland. The challenge now Nature into Gray Zones The network brings together is to ensure that this strategic co-ordinators of community- priority is translated to action. Bringing nature into gray to areas where nature protec- engaged research and learning Contact: Dr Emma McKenna, zones - this is the motto for a tion is so far little discussed. from HEIs across the island of Science Shop Queen’s Univer- campaign for unsealing and Through the approach to Ireland. The goal is to pro- sity Belfast, e.mckenna@qub. close to nature greening of bring together representatives vide mutual support to staff ac.uk urban industrial areas which of business and civil society started April 2013 and is led for team actions for biodi- Midwest Knowledge Mobilization Network by the Bonn Science Shop. versity, the subject is placed In addition to the direct in social areas that have At a gathering at CURL (Center ing conference will be held environmental benefits, the hardly been considered for the for Urban Research and Learn- later in the Spring 2013 in three-year project aims at implementation of relevant ing at Loyola University of Indianapolis following the nature protection objectives. Chicago) on October 19th, 2012, wish to create an informal In three pilot cities, Duisburg faculty, students, and staff from communication and resource (NRW), Erfurt (TH) and a number of Midwest colleges sharing network with working Wiesloch (BW), a prefer- and universities made plans to name „The Midwest Know ably large group of local grow a network of university- ledge Mobilization Network“ stakeholders, companies and community research and action to promote and advocate for citizens will be won over centers (also known as Science Science Shop philosophy and events, an online competition Shops) in Illinois, Wisconsin, perhaps to use that visibility to raising awareness among both and individual status-quo Michigan, and Indiana. Beth bring more resources to all our corporate representatives and analysis. Contact on site are Tryon and Ashley Ross from work. Information will be sent citizens for the urban margins the local community founda- the Community University out on the Living Knowledge for biodiversity conservation tions in the three cities. Exchange at the University of Discussion List. See also under: in urban areas and to make Contact at the Bonn Science Wisconsin were particularly http://cue.morgridge.wisc. them actors. To boost the key Shop is Dr. Anke Valentin, instrumental in organizing this edu/ or http://www.luc.edu/ objectives of nature protec- [email protected], conference. A larger network- curl/index.shtm tion, attention must be drawn http://bit.ly/ZnM2s6

International Journal of Community Based Research No. 11 | May 2013 3 Around the World

Community Researchers for Sustainability WoesteLand - Effects and motives in fifty As a “by-product” of the PER- relations through (1) participa- years nature camps for youth ARES project, a new Science Shop tory action research and (2) was established in Szeged, Hun- citizen activism.” Our aim is WoesteLand is the national longterm effects of participa- gary in the beginning of 2013. to bridge the gap between the youth working group of tion in WoesteLand’s summer The initiative arose during the academic sphere and the local IVN, the Dutch institute for camps on the wellbeing of participatory action research communities, with a special education on nature and the participants and their attitude process focusing on local hu- emphasis on engaging the most environment. For the last fifty to life. The study also exam- man rights and marginalized vulnerable groups of society. years, the working group has ined the motives behind the people and quickly gained PERARES constituted an been organising activity camps participants’ decision to take further support from research- important step in the emer- in nature conservation areas for part in the camps over the past ers and activists involved in gence of CRS since half of the young people between the ages fifty years. A relatively large different areas of environmen- founders of the association of 12 and 30, where they take proportion of the participants tal and social justice. have been involved in the part in volunteer conservation later join nature conservation The new group called Com- PERARES work in Hungary. work. The WoesteLand group organisations, making the munity Researchers for Their involvement in the particularly wants to offers WoesteLand camps a useful Sustainability (CRS) is a non- PERARES community and participants opportunities to breeding ground for volunteer profit association established by the Living Knowledge Net- experience and enjoy nature conservationists, including 10 individuals including citizen work played a vital catalyst together. WoesteLand’s activities those working for IVN itself. activists, academic researchers, role in the initiation of a new are supervised by enthusiastic Science Shop Wageningen, university students, local politi- Science Shop in Hungary. young volunteers. This report is [email protected] cians, and civil servants. As our Contact: György Málovics, based on a research study of the http://edepot.wur.nl/250256 mission says, “being commit- mailto: malovics@gmail. ted to sustainability, social com, More information on A Green Track through Amersfoort and environmental justice and CRS will be available soon at solidarity, CRS aims to study http://www.crsassociation.org/ Association ‘Sustainable local interpretation that meets and shape social, ecological and Soesterkwartier’ in the city of the local needs and possibilities. economic systems and their Amersfoort is convinced that Our study shows that it is not establishing a green recreational possible for the ecological and Belfast students sup- belt between the city centre and recreational corridors to com- the rural area can be a solution pletely overlap. Where they do, port dementia care to the social and urban planning they reinforce each other. In this challenges that Amersfoort report, this hypothesis is tested Based in West Belfast, Spring- is facing today. Sustainable by matching the social and field Charitable Association Soesterkwartier calls this green urban challenges with a design runs a day centre which is used recreational belt The Green for the Green Rail Track at study by older people with dementia Rail Track (Het Groene Spoor). area level and plot level. Guiding or who are at risk of develop- Paradoxically, the green rail concepts in the study are Reuse ing it in the future. They offer track should, on the one hand, Of Space, Temporary Planning activities such as gardening be a unit in form and function and Multiple Land Use. and fitness classes and organise (a connection between town Science Shop Wageningen, day trips. They have been and countryside), and should, [email protected] considering ways of expand- on the other hand, get a very http://edepot.wur.nl/252055 ing this service and wanted research to examine models CBR and the democratization of science and technology - of dementia care services both across the UK and elsewhere A framework for the e valuation of Science Shop work and the costs associated with PhD research by Katharina perspectives corresponding to Shop work and its democratic such services. A group of Social Schlierf, Valencia 2010 an „issue-centered approach“, relevance. On this basis, the Policy students carried out An often-acclaimed and ap- and to the principles of „techni- thesis proposes a theoretical research, gathering up to date pealing goal of science shops is cal democracy“. The thesis frame - work for the evaluation information on dementia sta- the democratization of science consists of a case study of one of such work. Its core principle tistics within Northern Ireland and techno logy, closely related well established Science Shop in is to conceive of evaluation as and making recommendations to Benjamin Barber‘s „strong Denmark and an analysis of a experimentation: the framework for models of good practice in democracy“ theoretical no- pilot project for a new Science invites to understand Science dementia care elsewhere. The tion, as mobilized by Richard Shop in Spain. This empirical Shop work as a progressive and results were utilised the results Sclove in relation to Science material allows to argue for the collective exploration, definition as part of a successful bid to Shops. The thesis explores how analytical potential of the above and redefinition of a critical role the Big Lottery Fund. Science Shop practices may mentioned alternative perspec- of universities in society. Down- [email protected] enact alternative democracy tives for understanding Science load thesis http://bit.ly/Yb2kFg

4 Living Knowledge Focus

An Innovative Civil Society: Impact through Co-creation and Participation

by Michael Søgaard Jørgensen and Søsser Brodersen

The time has come to recognize civil society as producer of knowledge, and have civil society organisations accepted as partners in research and innovation directed towards public interest, but also have civil society’s own activities recognised as research and innovation. The call for papers for the 6th International Living Knowledge Conference, 9-11 April 2014 in Co- penhagen, Denmark, is open.

Introduction The conference themes are: There is today some interest in participation of citizens and civil Theme 1: Social innovation – empowering civil society? society organisations in community-based research and in policy Theme 2: How to involve multiple users in design of assistive tech- processes and decision-making. However, there is still a long way to nologies? go before citizens and civil society organisations are fully accepted Theme 3: Co-operation in multicultural contexts - North–South as equal partners and providers of knowledge and expertise to solve cooperation societal challenges, despite the many innovative ideas and initiatives, Theme 4: Sustainable development: from vision to transition which communities and civil society organisations develop and Theme 5: Developing competences through problem-based learning organise. with civil society Researchers and students can be exposed to societal perspectives Theme 6: Developing the university – civil society interaction of research and innovation by integrating engagement with societal Theme 7: How to organize and manage Science Shops and commu- actors into university curricula and into research. There is also a need nity-based research units? for structures for partnerships between researchers and societal actors Theme 8: Governance of science and technology with civil society as part of research activities, including as part of research planning. At the same time there is a need for mechanisms which enable civil society actors to develop their research capacities. The 6thLiving Conference themes and guiding questions Knowledge Conference will seek to explore experiences with research Proposals for sessions, individual papers, plenaries, posters, open and innovation for, with and by civil society, and develop policy spaces, labs and other types of contributions are welcomed within recommendations and articulate research needs within community- the themes described in the following. We welcome and encourage based research and research focusing on societal challenges. researchers, Science Shop members, students and policy members The conference will build on the experience of the previous Living to submit proposals. Guiding questions for contributions are given Knowledge Conferences in Leuven, Seville, Paris, Belfast and Bonn. within each theme underneath. Some themes are mostly focusing The conference will be an opportunity to bring together some of on specific societal issuesand some themes are mostly focusing on the key thinkers and practitioners in the area of community-based structures and methods within civil society and innovation. research, university-community partnerships and Science Shops, provide opportunities for collaboration, and try to ensure that civil 1: Social innovation – empowering civil society? society’s role in research and innovation is prioritised on policy agen- Social innovation is one of the more recent innovation das, both nationally and internationally. concepts. It is defined in many different ways ranging from civil The 6th Living Knowledge Conference will also be a platform for society organizations’ and grassroots organizations’ develop- exchange and discussions of findings and results of the PERARES ment of solutions to societal problems to social entrepreneurs’ project among policy makers, researchers and civil society organi- and social enterprises’ development and supply of products and sations. An important objective of the PERARESconsortium is to services. Furthermore, the recent economic crisis and austerity move dialogues between researchers and civil society “upstream”,and has created civil society initiatives aiming at delivering social care, develop proposals for which direction new research and innovation health care, environmental protection etc. when public institu- activities and programs should take. tions make cut down. At the same policy-makers seem to expect The conference is hosted by Aalborg University’s Center for Design, increasing civil society responsibility. Innovation and Sustainable Transitionsin Copenhagen and is organised by researchers who were among the founders of the international Key questions: Science Shop network, Living Knowledge. Aalborg University has also • What are the experiences from civil society organizations’ and a strong record in problem-based learning as part of its curricula. grassroots organizations’ innovative activities: planning, imple- A pre-conference Science Shop Summer School on developing mentation, impact, embedding, transfer and dissemination, etc.? community-based research based on the Science Shop model will be • What are the experiences from social entrepreneurship and organized 7-8 April 2014. social enterprises? How legitimate are the products and ser-

International Journal of Community Based Research No. 11 | May 2013 5 Focus

vices provided? How are citizens and civil society organiza- and building up capacity. This new wave of activity is character- tions involved? ized by an approach that can be summarized as Design for Peo- • How is the economic crisis and austerity changing the roles of ple. This approach tends to believe that only Western academic civil society, governmental institutions and businesses in social knowledge is the legitimate basis for developing solutions for care, health care, environmental protection etc.? poor communities. However, there is a need for efforts where the • What are the roles of Science Shops, university research and experiences and competences of the different participants are education in enabling, organizing, embedding, and disseminating considered equally important and where co-creation among the social innovation? participants is a core principle; an approach which can be charac- • What methods are used in organising the temporary spaces (pop- terised as Design with People. ups) in social innovation processes? How do the applied methods influence the focus and the impact of the social innovation Key questions: processes? • What are the experiences with development and learning from approaches and methods formulticultural co-creation processes 2: How to involve multiple users in design of assistive where different stakeholders (civil society organizations, universi- technologies ties, local governments, donor agencies etc.) are involved in In the recent yearsassistive technology has come high on the po- activities that imply the use of established and new technologies litical agendas in Europe, and many new product designs are cur- and designs in a multicultural context? rently being implemented in the healthcare sector, which present • How to develop new methods and common tools to gather data, designers with the new challenges involved in socially innovative co-design, visualize and stage a design process in a multicultural design, where multiple users are in focus. Among these multiple context? users are disabled persons, disability associations and other civil • Co-operation in a multicultural context often challenges all society organizations, as well as public institutions, health care partners involved in coordination and communication (infor- workers and their trade unions, relatives, andindustry. The chal- mal, formal and technical). Which competences are needed and lenge to be discussed within this theme is how to involve multiple how to create these competences in order to operate successfully users and integrate their different concerns in socially innovative across cultures in a multi-organizational and multicultural design design of assistive technology. project?

4: Sustainable development: from vision to transition While there often is wide national and international agreement about long-term visions for sustainable development like a fossil-free society or sustainable consumption and production, transition processes towards such visions are often contro- versial. Disagreements about experiments, investments, etc. and their sustainability aspects are frequent. An example is the controversies about the future roles of bioenergy and the impacts on food supply, nature, climate etc. Civil society organisations and researchers initiate many types of projects at local, national or international level, including experiments with new ways of production and consumption. Some civil society organisations build alliances with local or national governments and some with businesses in order to obtain influence. Civil society Key questions: organisations and researchers are also members of program • How are partnerships between multiple user groups, public in- committees, commissions etc. The theme focuses on critical stitutions and industry created? How are socially valuable groups reflections from efforts for a more sustainable development, given voice in these partnerships? And how is the co-operation including the roles of navigation, governance structures, visions performed and shaped? and plans, experiments, and transfer of experiences from one • How are the multiple users represented in the designers’ scripts- context to another. with the designers’ understanding of the problem in focus and how it can be solved? Key questions: • How are the multiple users’ different types of experience and • What learning have different stakeholdersobtained from knowledge translated into concepts, mock-ups etc.? sustainable development projects in terms of conditions and • What are the experiences with the use of design or re-design strategies for future sustainable transition processes? of assistive technologies and systems based on involvement of • What potentials and barriers have been experiencedwith multiple users? transfer of experiences with sustainable transition processes among communities, cities, regions and nations? 3: Co-operation in multicultural contexts – North-South • What are the experiences with integration of environmental, co-operation social and economic aspects of sustainable development in During the recent 15 years there has been a big increase within sustainable development projects? activities in engineering, design and development performed • What are the experiences from cooperation between civil so- within multicultural contexts. Several organizations have pro- ciety and researchers with respect to knowledge production, vided support to poor communities in solving their problems capacity building, and empowerment?

6 Living Knowledge Focus

and other types of community-based research units are organ- 5: Developing competences through problem-based learn- ized and work, co-shape citizens’ and civil society organizations’ ing with civil society societal influence. When students as a part of their education participate in Sci- ence Shop projects or other types of community-based research in Key questions: co-operation with citizen groups it can be seen as “community-based • How are Science Shops and community-based research units learning” in an authentic learning environment. This kind of learning organized in terms of competences, economic resources, or- has advantages by making connections between abstract concepts ganizational structures, roles in cooperation with civil society learned in the classroom and real applications in the world outside. actors etc.? Furthermore community-based learning enables learning through a • How does cooperation with different types of Science Shops and cycle of action and reflection. The developed competences are useful community-based research units impact civil society’s influence? in the students’ later professional careers. 8: Governance of science and technology with civil society Key questions: The contribution of participatory research projects to policy- • What are the strategies and experiences from incorporating Sci- making, and the participation of civil society and citizens in research ence Shop projects and other community-based projects intodif- policy-making are not separate issues in the governance debate. ferent types of curricula? Though the scales and mechanisms are different, the governance tools • How are experiences from community-based learning and available can be seen as part of a continuum that goes from attempts research influencing competences and careers as professionals? at better informing policy-makers of civil society’s realities, needs and • How to assess students’ competences gained in authentic learning priorities, to finding new ways in which civil society directly partici- environments likecommunity-based projects? pates in policy-making. • How to ensure the quality of learning in authentic learning environments like community-based projects? Key questions: • How to stimulate the learning and reflection of the students in • What are the experiences with different participatory methods, community-based projects? like public debates, public hearings, consensus conferences, citizen conferences, citizens‘ juries, etc. with respect to the framing of 6: Developing the university – civil society interaction the participatory process, the empowerment of civil society actors Many national and regional governments are developing strategies and the influence on societal development? and policies for more interaction between universities (and other • What are the experiences from participatory research projects higher education institutions) and civil society. In some cases the in- with involvement of civil society actors, policy-makers, etc.? What creased strategic focus on interaction with society primarily develops are the experiences with respect to project shaping, research into increased cooperation with businesses, in other cases coopera- organisation, knowledge production, societal influence, etc.? tion with citizens, communities and civil society organisations get • What are civil society organisations’ research needs and agendas? an important role. There is need for knowledge about what role civil What are the experiences of thematic forums and platforms etc. society plays in the increasing focus on interaction between higher with researchers, civil society organisations, policy makers, etc.? education institutions and society. • How to raise civil society organisations’ awareness about research opportunities and make them familiar with the concept of par- Key questions: ticipatory research? • What strategies are universities and higher education institu- • What can funders do to incorporate CSOs and CSO needs in tions using to develop cooperation with society and how is this planning of research programmes, calls for proposals, and the influencing research and education? conditions for funding proposals? • What are the roles of communities and civil society organizations in co-operation between universities and higher education Deadlines and submission institutions, and society? What to submit: Extended Abstracts (2500 characters including space) • What are the challenges for developing strategies and policies to When to submit abstracts: At the latest October 1, 2013. support university-civil society interaction? Notice of acceptance: End November 2013 Opportunity to submit accepted revised abstract until: February, 1, 2014 7: How to organize and manage Science Shops and Opportunity to submit full papers and work-in-progress papers community-based research units? until: March, 1, 2014 The vision of community-based research and Science Shops is to Where to submit: www.livingknowledge.org/lk6 support civil society actors in gaining impact on societal issues they are concerned about. Some activities focus on the need Contact: for documentation of problems, some on gathering knowledge Søsser Brodersen, Aalborg University - Copenhagen, Center for De- about new social challenges, and some on design of new systems sign, Innovation and Sustainable Transitions, Department of Devel- and services. Science Shops and community-based research units opment and Planning, A.C. Meyers Vænge 15 , 2450 Copenhagen SV, are organized in different ways with respect to roles they have Tel. +45 99402977, [email protected], www.livingknowledge.org/lk6 in the cooperation with civil society, reaching from primarily mediation of knowledge needs from civil society to researchers The Living Knowledge Conference is part of the output of PERARES (Public Engagement with and students to participation in research with civil society and Research and Research Engagement with Society) - which has been awarded financial support by the European Commission as coordination action through contract no. 244264 in FP7 (Area 5.1.2.1 attempts to ensure actual civil society influence. There is a need Broader engagement on science-related questions, SiS-2009-1.2.1.1 Structuring public engagement for more knowledge about how the ways, which Science Shops in research (PER))

International Journal of Community Based Research No. 11 | May 2013 7 Focus

Civil Society as Producer of Knowledge The thoughts behind the 6th Living Knowledge Conference in Copenhagen

Interview with host and local organizers Michael Søgaard Jørgensen and Søsser Brodersen, Center for Design, Innovation and Sustainable Transitions, Aalborg University Copenhagen, Denmark

LK: What have been your thoughts when planning the conference?

Søsser: We think the time has come to recognize civil society as producer of knowledge, and to have civil society organisations Michael S. Jørgensen Søsser Brodersen accepted as partners in research and innovation directed towards ficiently considered local knowledge and “practical experiential public interest, but also have civil society’s own activities recog- knowledge”, in addition to expert and scientific knowledge - we nised as research and innovation. If you want to achieve practical will be able to build a truly innovative civil society. solutions, public engagement and participation on all levels is vital. This means participation of citizens in generating research, LK: How is the conference funded? but also participation in monitoring or performing research, in data collection or scenario development. Søsser: The 6thLiving Knowledge Conference is part of the PER- ARES project and thus partly funded by the project. However Michael: We see, today, some interest in participation of citizens there will be a participant fee. The amount will be mentioned at and civil society organisations in community-based research and the conference webpage. in policy processes and decision-making. Participative format has gained in importance internationally and created many opportu- Michael: The conference will also be part of the finalization of nities for dialogue-oriented science: scientists, students, and citi- the PERARES project. And an important part of the conference zens can discuss socially relevant subjects and questions together will be to provide a platform for exchange and discussions of and work out problem solutions. Scientists bring their factual findings and results of the PERARES project concerning pos- knowledge and expertise to the table, citizens their questions and sibilities for civil society engagement in research among policy problems, but also their views, expectations, value orientation, makers, researchers and civil society organisations. and their specific state of knowledge. However, there is still a long way to go before citizens and civil society organisations are LK: Where is the conference taking place? fully accepted as equal partners and providers of knowledge and expertise to solve societal challenges, despite the many innovative Søsser: In Copenhagen, Denmark. You probably know the three most ideas and initiatives, which communities and civil society organi- famous attractions in the city: The more than 100-year old amuse- sations develop and organise. ment park Tivoli Gardens, the statue of The Little Mermaid, and the freetown of Christiania. But Copenhagen has a lot more to offer. And LK: How may this be achieved? the upcoming attraction will of course be the 6th Living Knowledge Conference which will take place at Hotel Scandic Sydhavnen, located Michael: There is a need for structures for partnerships between only 3 km from central Copenhagen, only 10 minutes from Copenha- researchers and societal actors, and not least civil society, as part gen Airport and 3 minutes from Sydhavn Station. of research activities, including in research planning. At the same time there is a need for mechanisms for civil society organizations LK: If someone wants more information, where are they to find that? to improve their research capacities. A structured public engagement and involvement of Civil Society Organisations (CSOs) Søsser: Potential participants can either look through the web- in Research & Innovation (R&I) has the potential of shaping an page www.livingknowledge.org/lk6, from where information will innovation-friendly culture as it fosters society’s capacity to under- be available soon or they can contact us at [email protected]. stand, assimilate and identify itself with the drive for innovation. Michael: Prior to the conference, a Science Shop Summer School Søsser: The conference is titled: An Innovative Civil Society: is organized, focusing on developing community-based research Impact through Co-creation and Participation. Thus we hope based on the Science Shop model. This Summer School will be the conference will be a platform to bring together some of the organized 7-8 April 2014 at the same venue at the conference. key thinkers and practitioners in the area of community-based research, university-community partnerships and Science Shops, Contact: and to provide opportunities for collaboration, and try to ensure Søsser Brodersen, Aalborg University - Copenhagen, Center for De- that civil society’s role in research and innovation is prioritised sign, Innovation and Sustainable Transitions, Department of Develop- on policy agendas, both nationally and internationally. Only by ment and Planning, A.C. Meyers Vænge 15 , 2450 Copenhagen SV, Tel. integrating all forms of knowledge - including up to now insuf- +45 99402977, [email protected], www.livingknowledge.org/lk6

8 Living Knowledge Focus

Free Science Shop Summer School Budapest, Hungary, 1st and 2nd July, 2013

European funding allows the Living Knowledge Network to offer a free ‘Summer School’ to all those interested in how to potentially START to operate a Science Shop, or Community-Based Research Office. The Summer School will cover the basics; it is not aimed at already experienced Science Shops. It will society’s needs for expertise and knowledge is a key element that take place in Budapest, Hungary, on Monday 1st and distinguishes them from other knowledge transfer mechanisms. Tuesday 2nd of July, 2013, for two full days. Participa- Science Shops are often linked to universities, so that students tion is free; however, you do need to cover your own can conduct research as part of their curriculum with no additional costs to partners. Others, however, are not linked to a travel and stay. Workshop language will be English. University and operate as independent entities.

This Summer School focuses on participants from Central and The Summer School is relevant to those who would like to Eastern Europe. For them, it is first come, first serve; places are structure and embed community-university engagement more limited, but we will set up a waiting list if necessary. You have to broadly in their local (or regional) context, or set up any form re-confirm your participation firmly before June 1st, because if for of co-operation in research with civil-society organisations. The some reason you are not able to come (agenda change, no budget workshop will be in the form of an interactive class. We will found, etc), we can give your place to the next on the waiting list. discuss operational options and good practices, but also chal- With ‘free’ events, the risk is always present that people book and lenges in running a Science Shop. We will talk about the history then do not show up; we decided to keep it ‘free’, but clearly need of Science Shops, about working with students in the curriculum, your co-operation and fairness… Participants from non-CE coun- about working with researchers and working with civil society tries are welcome, but are placed on the waiting list first. They will organisations. We will show how an office of a Science Shop can be informed by May 1st regarding their participation. Alternatives be organised (at university, faculty, or as independent organisa- in other locations are: Science Shop Summer School, Copenhagen, tion). We will elaborate on the 10 steps in the mediation process next year, April 7-8, 2014 or a 90 minute session and a chance to --the daily work at a Science Shop-- and will explain and exercise meet during breaks at the CUExpo, Corner Brook, Canada (http:// with you how projects are set-up. We will also elaborate on fund- cuexpo2013.ca), this year, June 12-15, 2013. ing options and partners to involve in setting up a Science Shop, and setting up national networks as part of the wider Living Knowledge Network.

There are many differences in the way Science Shops are organised and operate, as well as some important parallels. With the participants we will discuss the possibilities to best adapt good practices to their own local context. We will not present just one blueprint, because that does not exist. Thus, we hope for an active contribution of all participants. The Summer School ad- dresses university leaders, research managers, professors/teachers, science policy makers, scientists, science communicators, community leaders, NGO representatives, graduate students, PhD students, and others who are interested in setting up a Science Shop or starting Community- Based Research projects. This Summer School will in the form of interactive lectures and is facilitated by Science Shop coordinators with a long experience, from The Netherlands, Hungary and Romania. This Summer School receives funding from the European Com- munity’s Seventh Framework Programme (FP7/2007-2013) Science Shops provide independent, participatory research under grant agreement n° 244264 (the PERARES project). Main support in response to concerns expressed by civil society groups. organisers are: In their interactive science communication, they cover all aca- • Dr. Henk Mulder, Science Shop, University of Groningen, demic and engineering disciplines, so ‘science’ should be taken in The Netherlands, [email protected] its broadest meaning. They are also not ‘shops’ in the traditional • Prof.dr.eng Rodica Stanescu, Intermediu Science Shop, sense of the word. Science Shops are thus small entities that carry Technical University of Bucharest, Romania, out or mediate/facilitate research in a wide range of disciplines [email protected] – usually free of charge – on behalf of (or with) citizens and • Dr. Bálint Balázs, ESSRG/Hungarian Science Shop, civil society organisations. That Science Shops respond to civil [email protected]

International Journal of Community Based Research No. 11 | May 2013 9 Focus

Forgotten Citizens of Europe A brief report on the Hungarian fieldwork in PERARES

by György Málovics 1,2, Barbara Mihók2,3, István Szentistványi2,3, György Pataki2,4, Ágnes Roboz3, Szabolcs Nyakas3, Bálint Balázs4

The Hungarian fieldwork within a PERARES Work The PAR process Package on “Structuring PER in Social Sciences The PAR work started at the beginning of 2011. This process is Research and Forgotten Citizens of Europe: Local described in figure 1. Our work consists of three phases. The first Human Rights” started in January 2011. Since then phase of our work consisted of desk research and qualitative field ESSRG (Hungarian Science Shop contact point, www. research and can be called an “expert-elite” phase. The aim of this phase was to gain a basic understanding of the Roma community essrg.hu), as a PERARES research partner, and a local in Szeged in terms of their everyday life, their community, internal CSO, the Szeged Group of Protect the Future, have relations and problems, challenges they were facing. As the local been working together with the local Roma commu- CSO involved in PERARES did not have any previous experience, nity in Szeged within a participatory action research knowledge or relationship with the local Roma community, we had (PAR) framework. In the present report the PAR pro- to first make contact with the local Roma community (“approaching cess and its outcomes will be briefly described. the PAR partners” in figure 1.) Two dozen semi-structured interviews were conducted in March and April of 2011 with members of the Roma “elite”: local Roma leaders, social workers, experts responsible The Social Context: The Roma in Szeged for Roma issues in government institutions, representatives of civil According to available estimates (Rátkai 1997), the Roma com- organisations, the leaders of a school integration program, as well munity consisted of 2500-3000 people in Szeged in 1997. Based on as other experts related to the field. Based on the interviews, we pre- the interviews conducted within our research the current number of pared a summary report of our findings broken down into thematic Roma in Szeged is more likely to be around 4500-5000 individuals. groups (e.g. housing, employment, discrimination). The summary There are two larger segregated areas in the city but the majority of report was sent to all of our interviewees and we invited them to the Roma live scattered all around the town. Based on their descent a group discussion (forum). As we indicated in the invitation, our and social situation, the Roma population in Szeged shows a rather intention with the forum was to receive feedback from our inter- diverse picture. During the 1980s the majority of the Roma popula- viewees. In addition, we were expecting suggestions on the topic(s) tion had legal income from employment while the level of school- we should focus our scientific resources on for the interest of the ing did not increase. After the regime change in 1989-1990 there was a swift decrease in the demand for unskilled members of the Roma population and they could not find their place in the new job market (Rátkai 1997). Recent research points out that problems have increased – for instance, the housing conditions of the Roma returned to its level of 1971 (Dupcsik 2009). The lack of education and professional training is the primary obstacle to employment. In addition, increasing social prejudices also hinders job seekers. The state’s social welfare system has therefore become the major source of income for Roma from as early as 1997. Rátkai (1997) also points out the low level of self-organization and political representation of the Roma in Szeged (which is similar to other regions in the country), which have been confirmed by our interviewees as well. The functioning of the Local Figure 1: The PAR process in Szeged, Hungary Roma Self-Government of Szeged (RSG) is continu- ously hindered by a lack of human and financial resources. “The financial sources available to support the community Roma population of Szeged. Participants of the forum were deeply disappear on various levels of administration and these initiatives interested and very active, and we reached our primary objective: we cannot reach our main objective. We need a well-designed education gathered research/project ideas for the upcoming phase of the work. program that would enable us to create a cohort of intellectuals in The forum also contributed to further enhancing a mutual attitude of 20-25 years as a prerequisite for the emergence of a middle class,” the trust among the participants. president of the RSG in Szeged stated in our interview. Our first forum was followed by a second, with the aim of se- lecting one or two projects that we would realise and implement together with the stakeholders. Our team presented five ideas for 1 2 Institution(s): University of Szeged, Community Researchers discussion that had come up either in the interviews or during 3 for Sustainability (CRS), Szeged Group of Protect the Future, the first forum. The project idea of the establishment of an after- 4 Environmental Social Science Research Group (ESSRG)

10 Living Knowledge Focus

noon school received the highest rank from the participants. (For the detailed results of and reflection on the first phase of our PAR Box1: Photovoice for local advocacy work see Málovics et al. (2011). Photovoice (PV) is a frequently used PAR method (Cata- It was the second phase of the research when we indeed started lani–Minkler 2010). During our PV process people living in working with the most marginalized groups of the local Roma popu- segregated areas took photos about things they liked and did lation – people who live in the segregated areas. We carried out group not like in their environment, while the children drew pic- discussions related to the previously chosen project, the afternoon tures related to similar questions. We discussed these photos school, inquiring e.g. what families expect from an afternoon school, and drawings with the participants and presented our results how it should function in order to be the most beneficial for them for the political decisionmakers and wider public of the city and their children etc. Alongside this we also facilitated a commu- in the forms of an exhibition and an accessible report (https:// nication process between the local Roma representatives and a local www.essrg.hu/sites/default/files/kiadvany_PAR_Roma_Sze- educator in order to establish the professional education background ged.pdf). of the afternoon school. The abstract idea of the afternoon school was slowly becoming a reality - we managed to operationalize the concept and the plan of the school both professionally and from the side of the stakeholders (participating families). Our work within the PERARES WP6 ended in December 2011. However, after reflecting on the previous PAR process we felt that we simply couldn’t “leave the field” without working further on the establishment of the afternoon school. We realized that our pres- Pictures of photovoice process: (left) Children taking photographs and ence created high expectations within the local Roma community, drawing; (right) Opening the exhibition in the town hall of Szeged especially among those people with whom we cooperated on a regular basis. They did not look at us as “project partners” but rather as members of the “majority society” having resources to “help” them programme – see figure 1.) in order reach some form of financial towards social inclusion of the local Roma community. Therefore, sustainability for the initiative. Applying for funding was recently our cooperation continued after the closure of PERARES WP6 – and successful in the amount of 100.000 EUR granted for the coming two is still ongoing. years (approximately 50.000 EUR/year) to run the afternoon school Currently (third phase) we run many parallel activities together programme. with the local Roma community, especially with one Roma CSO (“Elszalasztott 1000 Év Egyesület”) on a regular basis in a collabora- Working together continues on getting funding for other social tive relationship. We cooperate on local advocacy issues through PAR inclusion projects, some of them related to new PAR processes (see (see box 1.), we generate new projects and funding and consult about Box 1.). Awareness- raising regarding local social integration issues is (1) the running of the afternoon school and (2) social inclusion issues also an ongoing job targeting the local media and the general public of the Roma. of Szeged city. Last but not least, we do hope that this joint collaborative work contributes to the empowerment and capacity-building of the local Roma CSO and the community itself. Although we are closely working together on many issues – from local advocacy issues to running the Community Centre and Afternoon School – our aim is to assist the local Roma CSO to become able to build new social relations (capital) and enhance its capacity to raise funding in the longer term.

References: Catalani, C. – Minkler, M. (2010). Photovoice: A review of the literature in health and public health. Health & Education Behaviour, 37(3), 424- 4 51. Dupcsik Cs. (2009) A magyarországi cigányság története. Osiris Kiadó, Budapest. Málovics Gy. – Mihók B. – Szentistványi I. – Balázs B. – Pataki Gy. (2012a): Participatory Action Research for Local Human Rights: The Case of Illustrations: Children learning in the afternoon school Roma Minority in Szeged, South-Hungary. In. Renn, O.; Reichel, A.; Bauer, J. (eds): Civil Society for Sustainability – A Guidebook for Con- Results – Where are we at the moment? necting Science and Society. Europäischer Hochschulverlag, Bremen. Probably the most important result of the PAR work is that a pp. 149-170. Roma Community Centre and AfternoonSchool was established Rátkai Á. (1997): Szeged cigánysága és a Szegedi Cigányprogram. A szegedi in October 2012 in Szeged. This centre is almost completely run by cigányság történetéről. Regio. Kisebbség, politika, társadalom, 8, 3-4. unpaid workers at the moment – more than 50 volunteers contribute to the services provided by the centre in different ways by mostly Contact: György Málovics, [email protected] providing educational support to Roma children. The financial maintenance of the centre remains a great difficulty, and we carry Acknowledgment: The authors would like to thank to László Jakab, Elizabeth La- out advocacy activities and a fundraising PAR project (the “Patron katos for their contribution and for Eszter Krasznai-Kovács for reviewing the text.

International Journal of Community Based Research No. 11 | May 2013 11 Focus

Media in Responsible Research and Innovation

by Dr. Claudia Neubauer, Fondation Sciences Citoyennes, Paris, France, based on a Plenary speech held at the European Intersectoral Summit on Research and Innovation, 25 -26 February 2013, Dublin

If we consider long term history we can claim that each civilization or historical era produced its own modes and institutions on how to create and to pass on their corpus of knowledge. Over the last centu- ries, science and technology have been among the most important factors for changing society.

Knowledge production, society and democracy The second half of the 20th century saw, in wide parts of the world, an unprecedented economic growth. Numerous coun- However, the construction of a “Knowledge-Based Society” tries aimed to build prosperous societies on the basis of scientific should not be confused with the mere creation of a common knowledge and technical advances by exploiting seemingly unlim- market for knowledge. ited natural resources, be it petrol, water or land. After 60 years of The lack of relevance of a linear model of research and innovation furious techno-economic develoment, there are two main observa- focused on competitiveness in addressing the ecological, economic tions: first, poverty and social injustice did almost not decline or and social crises in an integrated way has fostered the emergence of even raise again, and second, our planet approches its limits. problem-based approaches, that emphasize trans-disciplinarity and Johan Rockström and his colleagues from the Stockholm Resil- that see knowledge not only as a marketable product, but also as a ience Centre wrote in their 2009 article on ‘Planetary Boundaries: process and a common good. Citizens in European countries benefit Exploring the Safe Operating Space for Humanity’1: “Anthropogenic today from a quality science education and a wider civic education, pressures on the Earth System have reached a scale where abrupt from the new social media, and from a rising consciousness on the global environmental change can no longer be excluded. ... Planetary fact that not every techno-scientific “progress” is to take without boundaries are climate change; ocean acidification; stratospheric critical analysis. They doubt about the capacity of the techno-scien- ozone; biogeochemical nitrogen cycle; phosphorus cycle; global tific system to control its discoveries and inventions. freshwater use; land system change; the rate of loss of biological In this context, participatory research between academia and diversity; chemical pollution and atmospheric aerosol loading ... civil society organisations or citizens has become a popular new Transgressing one or more planetary boundaries may be deleterious research paradigm. It is increasingly being recognized as impor- or even catastrophic ... within continental- to planetary- scale ...” tant in yielding concrete knowledge and understanding that can Different scientific and technological choices have different im- guide changes - in research, in policies, in society. By the variety pacts on society and the planet, but the implicit assumptions that of the outcomes, and their relevance for different partners as for frame these choices, and their social implications, are nowadays instance local communities, participatory research is deemed rarely evaluated and discussed. This is what we urgently have to do. “highly productive”, “cost-efficient” and “good value for money”. Knowledge production in conventional research is both The problem-based approach which lies at the heart of it is a discipline-based, evaluated by publications, and increasingly drive towards trans-disciplinarity, and towards more relevance shaped by an industrial logic. “Papers and patents” is a good sum- of research to problems and needs of people. It is particularly mary of the trends that have shaped scientific research at least adequate to understand the links between the different dimen- for the last decades, and that explain why research agendas are sions of sustainability, and to help communities move towards so much focused on developing new technologies and products. sustainability and the management of common goods. Techno-scientific innovation is often framed as “one way” progress The recent movement of democratisation of knowledge in with a given direction. Moreover, reinforced intellectual property terms of access and use thus also leads toward a democratisation rights, the crucial role of knowledge in the production of added of the knowledge regime in terms of production of knowledge. economic value (the focus on new technologies and products), the The increasing number of highly educated people give notably affirmation of mercantile norms in the production and validation increasing possibilities to civil society organisations to recruit of scientific knowledge, and the world wide competition between more graduated people able to understand, to discuss and pos- individual research groups and between national research systems sibly to contest produced knowledge and the official knowledge have led to a growing commercialisation of science and to a piece- institution. Often they are able to produce knowledge and (coun- meal approach in the design of research agendas, often inadequate ter-)expertise, and to use them for their social purpose. Is thus for tackling the multi-dimensional challenge of sustainability. emerging a scientific third sector in addition to the public and All these trends may explain why science has come to be seen private research sectors. mainly as a purveyor for new high technology products and These new actors in research can be large international NGOs of competitive advantage, and why the expectations placed on like Greenpeace, Friends of the Earth or the World Wildlife Fund, technological innovation by a lot of policy-makers are so high. patients’ associations (e.g. AIDS movement, breast cancer associations, orphan diseases organisations, etc.), users’ and consumers’ 1 http://www.ecologyandsociety.org/vol14/iss2/art32/

12 Living Knowledge Focus

organisations, associations on urban or rural development, farmers’ 2. The consistent, ongoing involvement of society, from begin- organisations like Via Campesina (dedicated to food safety, food ning to end of the innovation process, including the public & sovereignty, to the conservation of biological diversity, preventing non-governmental groups, who are themselves mindful of the the dissemination of GMOs...), women’s associations (e.g. active on public good. a multiplicity of issues like domestic violence, water preservation, the 3. Assessing and effectively prioritising social, ethical and envi- situation of women in rural areas, etc.), organisations of internation- ronmental impacts, risks and opportunities, both now and in al solidarity (e.g. on biopiracy and patenting) or international health the future, alongside the technical and commercial.

RRI is about trying to get better at anticipating problems, taking into account wider social, ethical and environmental issues and being able to create flexible and adaptive systems to deal with these unintended consequences. This is sometimes called ‘Anticipatory Governance’.

In the Commission’s Horizon 2020 text from November 2011, a semantic analysis Fondation Sciences Citoyennes undertook showed that the terms of competitiveness, industry, market, economy appeared much more often than civil society, citizens or well-being. Even in the Societal challenges part industry and aid. They can be Science Shops (allowing free access to research for market were predominant. Also, the terms ‘citizens’ or ‘consumers’ CSOs) but also small groups of citizens or unions. These civil society were used for describing mainly a passive, ignorant public rather organisations have become major players in domains such as envi- than active, creative citizens. In general the text gave the impression ronment, health, energy, agriculture, climate, ecology, international that societal challenges have a lot to do with competitiveness and solidarity, gender, social exclusion and immigration, disability and industry and much less with citizens or civil society, that citizens poverty, both at local and global levels. They participate to interna- have mainly to play a role as consumers, and that excellent science tional negotiations, advise governments and governmental bodies, can be done with industry but not with civil society. work with the media, and with scientists - supporting thus the emer- Horizon 2020 reflects the dominant comprehension of innova- gence of a new paradigm of knowledge creation, based on cooperation. Nowadays, innovation is mainly cited when referring to tion instead of competition, on co-production by different actors nanotechnologies, biotechnologies and genomics, nuclear energy, and on the sharing of knowledge instead of its private appropriation. ICTs and more recently synthetic biology and geoengineering Improving the relevance and the validity of research is a pre- and much less when referring to for instance organic agriculture, condition for better informed evidence-based policy-making. The environmental health, or social organisation. It is as if innovation value of academia - civil society partnerships is that they can make would preferably take place in certain techno-scientific domains policy alternatives visible, challenge existing norms, and broadening rather than in others. Innovation is also presented as something perspectives beyond technological approaches by opening up new happening on a global level and having almost always global research and innovation paths. They encourage diversity in science, consequences. However, one can also think innovation in terms which is a key asset, and confirm that solving problems or achieving of local and regional innovation adapted to local and regional change is rarely only a matter of technology. The problem we are contexts and conditions. When having a look at research budgets, facing today is not primarily a knowledge gap between scientists and we realise that the same domains - nanotech, biotech, nuclear citizens rather than a power imbalance between scientists, industry, energy and so on have got much more financial support over the policy makers, media and citizens where techno-scientific innova- last decades than domains related to sustainability and public tion often escapes democratic scrutiny. (We often hear the argument health goals such as environmental health, energy efficiency tools, that citizens are not able to discuss or understand techno-scientific sustainable fisheries and agriculture or sustainable consump- endeavours as long as they did not require the scientific knowledge tion and lifestyle. There are no natural priorities in science. base which goes along. This raises two questions: In which frame What means, collectively, governments, industries and public and on the basis of which knowledge a society can discuss techno- scientific developments? What about the social and political knowledge that techno-scientific professionals, scientists, engineers need to acquire to be able to understand the nature of their own work and their potential impact? For instance the training of scientists at universities needs to be rethought and should introduce history, epidemiology, sociology and economics of research, the latter being today a decisive factor to the scientific work.) Sharing of knowledge is inherently related to the issue of sharing power.

The concept of Responsible Research and Innovation With reference to the recent report of Hilary Sutcliffe2 RRI is about 1. The deliberate focus of research and the products of innovation to achieve a social or environmental benefit.

2 http://ec.europa.eu/research/science-society/document_li- brary/pdf_06/rri-report-hilary-sutcliffe_en.pdf

International Journal of Community Based Research No. 11 | May 2013 13 Focus

and private research institutions take political decisions where to innovation. Our work is to separate responsible R&I from non fund research and where not, and in which domains to support responsible R&I, to promote the first one and to avoid the latter. innovation and in which not. Having in mind the example of agricultural research, the ques- Let’s take the example of research into biotechnological tion is: What is RRI and what is not? Who defines what RRI is? agriculture versus research into organic agriculture: From What are the criteria? How far do we take into account the plan- 1984 on, programmes whose main thrust was biotechnology, etary boundaries? For instance, there seems to be a consensus were the Biotechnology Action Programme (BAP) 1986-1989, today, that use of pesticides and herbicides should be limited. But Biotechnology Research for Innovation, Development and do orientations of current R&I programs fully integrate this ap- Growth in Europe (BRIDGE 1990-93, and BIOTECH 1992- proach? And if not, why not? What are the barriers? More largely, 98). In 1999, the European Commission unified its funding for isn’t there an urgent need to re-conceptualise progress and to biotechnology research under the Quality of Life and Manage- overcome its old fashion definition that wants that the control ment of Living Resources programme, that fell under the 5th of nature, techno-scientific knowledge and rationality guarantee Framework Programme. social and moral progress. In the opposite, under FP3, research for organic agriculture Scientists from the STEPS Centre of the Sussex University counts for less than 0,1% of the total FP budget. Since then, Eu- formulate it like this in their 2011 Manifesto4: « A radical shift ropean funding in total amount of money for organic agriculture is needed in how we think about and perform innovation … we research is constantly growing. However, since total FP budgets need a new politics of innovation. This is not about being ‘pro’ or raised constantly as well, the relative support of the European ‘anti’ science and technology, but about addressing real questions Commission to research for organic agriculture did not grow of choice : ‘which science ?’, ‘what innovation’ ? and especially since 1994 and stays stable at a very low level under FP4, 5 and ‘whose innovation’ and ‘what kind of change’ ? In other words, 6. Under the FP6-Food priority, project funding on biotechno- we need to foster more diverse and far more fairly distributed logial projects was more than three times as high as funding on forms of – an directions for – innovation, towards greater research project for organic agriculture. social justice. » Here we are in the middle of important tensions In 2009, the Belgian scientists Gaëtan Vanloqueren and between conflicting world views and prospectives, conflicting vi- Philippe Baret from the catholic University catholique of Louvain sions of economic models but also conflicting scientific analyses publish their article on “How agricultural research systems shape and expertises. a technological regime that develops genetic engineering but The role of media The media is one of the most important vehicle today for communicating science issues to citizens and the public sphere. One can probably and approximately distinguish three major phases in the treatment of techno-scientific developments in media. The first phase would be the one of an enchantment about scientific discoveries and technological innovations. Media describe techno-scientific novelties in terms of ambitions, hopes, new possibilities, promises, for instance for future applications. The second phase would be the one where besides a positive reporting, threats and risks gain in visibility. Innovations are discussed under different approaches, contradicting expertises are presented, dissens on how to deal with problems and on what solutions to apply is more put forward. One example to underlign this: A few months ago (in De- locks out agroecological innovations3”. They underlign: “Agri- cember 2012) the Wilson Center published a report on “Trends cultural science and technology (S&T) is under great scrutiny. in American and European press coverage of synthetic biol- Reorientation towards more holistic approaches ... has recently ogy” tracking the years 2008 to 20115. They observe: “American been backed by a global international assessment of agriculture press coverage still emphasized the benefits of synthetic biology S&T for development (IAASTD) ... The process by which one but is less rosy than it was between 2003 and 2008. Around 30 paradigm (genetic engineering versus agroecological engineer- articles appearing in the American press between 2008 and 2011 ing) is favoured over the other is the result of the interactions mentioned the risks of the new technology. Around 70 men- between many factors... The interactions among divers determi- tioned the benefits...European coverage, meanwhile, has become nants of innovation (e.g. orientation of science policies, funding more balanced in the 2008–2011 period. Some 35 percent of priorities, scientists’ cognitive and cultural routines etc.) within news articles during the period mention the benefits of synthetic agricultural research systems ... shape a technological regime. biology, while 33 percent mentioned the risks and 31 mentioned Genetic engineering, a technological paradigm that is well suited both risks and benefits. In the 2003–2008 period, 51 percent of to scientific reductionism, is more successful in this technological coverage only mentioned benefits, compared with 5 percent of regime than agroecological engineering, a paradigm that ques- coverage that mentioned only risks.” tions mainstream approaches within agricultural research. The The third phase of media coverage has still to come, or may be it development of agroecological innovations is clearly impeded...” is right now emerging. It is the one of massively showing alterna- Finally, if we have to work about the notion of RRI, this means that there exists the opposite, so non responsible research and 4 http://www.anewmanifesto.org/ 5 http://www.synbioproject.org/process/assets/files/6636/synbio_press_ 3 http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1417009 final.pdf

14 Living Knowledge Focus

tives, reporting on alternative trajectories and solutions, often still Recommendations marginal, and marginalised. This phase would also include a critical In general the following recommendations can be given: reflexion and analysis about the relation between democracy and - overcome the myth that only highly complex and cost intensive research, at several levels, for instance on the participation of citizens technologies can create employment, sustainability, and well-being, and non for profit civil society organisations to research govern- - allow and support plurality in technology choice, seek for major ance, research programmes and projects, the local dimension and non productiviste innovations, relevance of research, the argument of authority in science, the - support decentralised governance, decentralised energy supply, dominance of certain issues in the public space, etc. locally adapted and produced agriculture, etc. The relation between media, citizens, industry, science and policy - facilitate cooperation and knowledge exchange between civil is complexe. It includes notably questions about -the critical distance society organisations and academia in order to realise the innova- media take on the messages which are emitted by different actors, tive potential of the non-profit sector in numerous research and -the individual perception of citizens which is also influenced by innovation domains. numerous factors, -the public as a passive or active recipient of infor- - reconsider direction, diversity and distribution of benefits of R&I mation, -the correlation between public awareness and the amount of media coverage. Few media coverage of issues makes that they are Consequently, Horizon 2020 should include : forgotten, uninteresting, or considered as being unserious. - a specific program on RRI - mainstreaming of RRI in all thematic priorities - a specific program on science with and for society - mainstreaming of science with and for society in all thematic priorities - adapting the upcoming annual work program calls to the criteria of RRI

After all, the idea of cooperation is the very founding idea of the European Union, and has proven to be a rather successful one. At the dawn of the 21st century, our societies face immense ecological, social and economic challenges. It is certainly not a time for “business as usual”, and being innovative can not mean continuing on the same path as over the last 30, 40 years. It means making the right Coming back to the example of agricultural research where Vanlo- decisions to allow our societies to change for the better. Knowledge queren and Baret underlign: “The simplified approach characterizing creation is not a privilege of universities and businesses anymore, the mainstream media favours a binary approach concentrating on and it is more crucial than ever - not only for the design of new the benefits and risks of genetic engineering, for better or worse... technologies, but for social innovation. Present times are full of chal- Media have not adopted thinking on technological choices that lenges, but they are also full of opportunities. Our collective capacity would have discussed the comparative advantages of transgenic crops to create more societally relevant knowledge will ultimately depend and their alternative options. Between 1981 and 2008 the archives of on people, their curiosity to explore new grounds, their openness The New York Times contain 2696 references to ‘genetic engineer- to engage with new actors, their willingness to change their habits ing’ against 3 for ‘agroecology’, 7 for ‘agroforestry’ and 0 for ‘cultivar and ways of thinking. At a time of crisis, Participatory Research and mixtures’. Moreover, agroecological innovations, when considered, Responsible Research and Innovation help us rediscover the value of are usually presented as innovations for organic agriculture, not as cooperation in science. < possible agricultural practices in the future. The media’s stand is of Contact: Dr Claudia Neubauer, claudia.neubauer@sciencescitoy- great importance, given the power they wield over public opinion. As ennes.org, http://sciencescitoyennes.org communication theorist Bernard Cohen observed in what became a widely accepted communication theory: ‘the press is significantly more than a purveyor of information and opinion. It may not be successful much of the time in telling people what to think, but it is FSC – Fondation Sciences Citoyennes stunningly successful in telling its readers what to think about’. The Foundation Citizen Science is a French NGO think tank ana- public’s attention is thus drawn to the risks and benefits of genetic en- lysing the relation between science and democracy. Since 2003 gineering, not to the alternatives such as agroecological engineering.” scientists, students, citizens intervene on research policy issues This analysis is further developed by other scientists such as by working on three main issues: Timothy Caulfield, a Canadian professor of health law and science - the increase of research and expertise capacities of civil policy, who observes that “ … While it is likely that the media’s desire society, NGOs, consumerists, citizen movements and trade for a good story is at least partially to blame, available evidence unions (“scientific third sector”) to respond to growing indicates that much of the spin comes from researchers and research social and ecological demands; institutions....The private sector, however, seems to be one of the - the stimulation of the freedom of expression and debate in most powerful engines of hype ...” Critical citizenship and critical the scientific world, the support to whistle blowers and the media have a positive role to play in the building of a democratic development of public controversies and “hybrid forums” knowledge- based society. This society requires the diversification of on key scientific issues with strong societal dimensions ; the types of knowledge recognized as relevant. Innovation should - the promotion of the democratic elaboration of scientific become an important site of democratic experimental practice with and technical choices. more bottom-up experiences and an up-stream approach.

International Journal of Community Based Research No. 11 | May 2013 15 Focus

On the ‘Other’ Edge of Innovation Community-University Partnerships Disrupt the Mundane

by Maria Angela Ferrario, Jen Southern, Will Simm, Catalyst Project Lancaster University; Erinma Ochu, the University of Manchester.

Much academic research exists about measuring the impact of innovation research on society. In this paper we argue that more attention should be placed on the effects that emerging models of community- university partnerships have on innovation research itself. We argue that such effects can be often disruptive and deeply re-innovative by introducing the research implications of Catalyst, a citizen-led digital-innovation research project.

Introduction Figure 1: The #Patchwork team at work Catalyst1 is a three-year community-led digital-innovation research #Pat, the personal appointment reminder system developed by the project funded by the EPRSC2 and based at Lancaster University. #Patchworks team. Secondly, we report a number of ‘other’ proto- The Catalyst model (Whittle et al. 2012) works on building research types, that albeit being of non-digital nature, have emerged during partnerships (Hart & Wolf 2006) between academics, public organisa- the co-production process and that deeply impacted on Catalyst tions and community groups where all parties agree to play equal research values, approach and practices. We conclude by outlining roles in defining research questions and producing new digital tools the broad implications on our future research plans. or ‘prototypes’. Such partnerships come together into a Sprint, or sub- project, of six to nine month duration during which the newly formed #Pat The Prototype team tackles an identified community need through the ‘making’ of Admittedly, to think that a piece of digital technology, or a prototype, new digital technologies. As a case study, here we present #Patchworks can address the multiple needs of homeless people5 may sound ex- the first of the Catalyst Sprints. #Patchworks was a eight-month travagant and quite naive. At the start of the project there was indeed co-production effort (Sanders & Stappers 2008) during which a team a sense of discomfort at this idea which was referred to as the ‘digital of academics, homeless people, charity volunteers3 and DIY-bio scien- mandate’. The digital mandate was articulated as follow: how do we tists4 worked together through a series of workshops to investigate and know that the answer to a problem is ‘digital’ when the nature of the build a digital technology prototype that could address some aspects problem is still unclear? The ‘digital mandate’ then slowly turned into homeless needs. Such a technology turned out to be #Pat, a personal an opportunity for learning, appreciating new skills and opening appointment reminder system that used low-cost and open source up opportunities for future collaborations. The original proposal technology (Simm et al. 2013). In this paper we reflect on the impact of the project aimed to develop technology that would improve the that ‘the making’ of #Pat had on our research. We define this impact as health and well being of chaotic lives. With this in mind, workshops disruptive (Christensen 2006) in that it has had a deep game-changing were held in Lancaster, Morecambe and Manchester on topics that effect on the way the academics define their research values, their ranged from microbe laboratories to DIY electronics (Figure 1). methods and the very concept of digital innovation. The emphasis was on making things together; with learning, and building trust through play along the way. The idea of #Pat stemmed The Outer Edge from Signposts clients frequently ‘dropping in’ and using caseworker In the UK estimate figures indicate that there are more than 380,000 time to be reminded of upcoming appointments. #Pat is a reminder hidden single homeless people whose needs are multiple and com- system, which uses RFID technology to identify the user, and prints plex (Cornes 2011). We argue that single homeless people are invis- out a ‘receipt’ containing a list of reminders personalized for the user ible as they lie ‘outside’ statistics and ‘below’ the moral radar of their (Figure 2). #Pat is not a final working product: it is a prototype. In surrounding community. Single homeless people are outliers in that other words, it is a primitive form of a system built to test an idea. they fall outside public engagement efforts and traditional innova- The system was tested over a four week-period by a small group of tion models (Rogers 2010). Neither innovators nor laggards, outliers case workers and selected homeless service users. #Pat was envisaged are the residual ‘white noise’ at the other/lower edge of society whose to be accessible to users 24/7, with a number of points located around voices can be easily ignored. The aim of this article is to outline the the town, so users can get their reminders on their own timescales. unpredictable, unexpected and long lasting effects that outliers have #Pat reminders are updated by Signposts caseworkers, who update on innovation when research tunes into such noise. To present our messages whenever new information is available for that user. No argument, we firstly describe a ‘digital prototype’ by introducing personally identifiable information is held in #Pat messages and only the caseworkers know which RFID chip is held by which individual. 1 Catalyst (Citizens Transforming Society: Tools for Change), http:// The four-week trial was a small scale investigation into the potentials www.catalystproject.org.uk and limitations of the prototype (Simm et al. 2013). 2 http://www.epsrc.ac.uk/ 3 http://www.signposts.org.uk/ 4 http://madlab.org.uk/ 5 http://www.crisis.org.uk/publications-search.php?fullitem=310

16 Living Knowledge Focus

The Other Prototypes biases. By forming community-university partnerships (Hart & As the project progressed, the researchers realised that there was Wolf 2006) with outliers, researchers are exposed to rich, highly more than one prototype. The initial idea that there was another or complex, less predictable and uncomfortable experiences. These ‘The Other Prototype’ emerged during a structured and collective experiences call for new thinking models and academic practices reflection process called PROTEE (McNally and Woolgar 1999). ‘The which thrive on deep interdisciplinary work, build on observa- Other Prototype’ was defined as intangible, difficult to describe. In tion and practice and learn from trial and error (De Bono 1973). response to such a finding, the researchers quickly started unpacking Such partnerships often create volatile ‘fuzzy’ working environ- the intangible ‘box’ and found an ‘edge’ along which new resources, ments (Sanders & Stappers 2008) from which scholars must learn languages and ways of working are being created (Kagan 1995). A to adapt or come up with new research methods whilst refraining number of other prototypes were identified by observing the tangi- from telling sweet stories of success (McNally and Woolgar 1999). ble traces that were left on this edge. Due to space limitation, we only Ultimately, we argue that the research partnerships that projects outline three: like Catalyst foster can help to create a more robust, reflective, car- 1. A New Partnership Model. Agreements about the roles and ing and mature society which may better prepared to the disrup- responsibilities of newly formed community-university partner- tive, profound, wicked and unexpected challenges that innovation, ships required graft, skill and adaptability from both sides. Exist- digital or otherwise, has already brought to society (Richards et al. ing templates and paper work were ill-fitted for such partnerships 2012) and it is likely to face in the future (Taleb 2007). and needed to be adapted. Pragmatic contractual approaches such as Leach’s cross-disciplinary framework6 are being considered for References adoptions in future Sprints. Blackwell, Alan F., et al. “Radical innovation: crossing knowledge 2. New Research Values. An early realization in #Patchworks was the boundaries with interdisciplinary teams.” NESTA report, University of need to explicitly recognise the importance of human values7 in Cambridge, Cambridge, available at: www. cl. cam. ac. uk/techreports/ our research and to bring them to the fore. A mission statement, UCAM-CL-TR-760. pdf (2009). which posits the values of ‘respect, trust, empowerment and mutual De Bono, Edward. Lateral thinking: Creativity step by step. Vol. 325. understanding’ as fundamental research principles, was hence Harper Perennial, 1973. explicitly included in the project brief. This helped to overcome Christensen, C. M., et al. “Disruptive innovation for social change.”Harvard misunderstandings between the often contrasting needs of the com- business review 84.12 (2006): 94. munity and the way academic impact is measured (Blackwell 2010). Cornes, M., Joly, L., Manthorpe, J., O’Halloran, S., Smyth, R. Working To- 3. A New Type of Innovation. The end-product, #Pat, can hardly gether to Address Multiple Exclusion Homelessness. Social Policy and be described as an example of radical innovation. Nor it can be Society, 10 (2011) 513–522. described as mundane. We argue that it clearly sits on the ‘other’ Hart, A. and Wolff, D. “Developing local ‘communities of practice’ through or ‘lower’ edge of the innovation spectrum and it is disruptive local community–university partnerships.” Planning, practice & research (Tyfield et al. 2010). Disruptive innovation does not mean inher- 21.1 (2006): 121-138. ently ‘new’; its game-changing potential comes from the shift of its Kagan, C. “Regional development in health and social services in the UK: application domain. ‘edge effects’ and sustainable change in welfare organizations” Work- ing Paper, IOD Research Group, Manchester Metropolitan University (1995) http://hdl.handle.net/2173/41685 McNally, R., and Woolgar, S. “Learning from the Retrospective Case Studies: A Synthesis of lessons for the PROTEE Instrument. European Commission. Framework Programme Final Report.” (1999). Rogers, E. M. Diffusion of innovations. Free press, 2010. Richards, B., Walker, S. and Blair, L. “Cyber-sustainability: leaving a lasting legacy of human wellbeing.” Proceedings of the 25th BCS Conference on Human-Computer Interaction. British Computer Society, 2011. Sanders, E. B-N., and Stappers, P. J. “Co-creation and the new landscapes of design.” Co-Design 4.1 (2008): 5-18. Schwartz, S.H., Bilsky, W. “Toward a universal psychological structure of human values” Journal of Personality and Social Psychology, Vol 53(3), Sep 1987, 550-562. Figure 2: #Pat, the personal appointment reminder system’ Simm, W., Southern, J., Ferrario, MA., Dillon, R., Whittle, J. “Co-Designing With and For Chaotic Lives: #Patchworks, a Catalyst Case Study” ac- The ‘Other’ Edge as the Key to Now and Next cepted for presentation at Designing for and with Vulnerable People From our experience, we can argue that communities which tradi- Workshop, CHI2013 ACM, Paris, France, 26 - 3 April. tionally lie on the edge of society play a key and much needed role Taleb, N. N. “Black swans and the domains of statistics.” The American in the re-innovation of academic research as they undermine es- Statistician 61.3 (2007): 198-200. tablished academic culture, shake biases and beg scholars to reflect Tyfield, D., Jin, J. and Rooker, T. “Game-changing China: lessons from on the values that drive their actions (Schwartz 1987). We argue China about disruptive low carbon innovation.” (2010). that tuning into the other edge is essential to the making of social Whittle, J., Ochu, E., Ferrario, M.A., Southern, J., McNally, R. “Beyond innovation as it challenges individual beliefs and inter/intra group Research in the Wild: Citizen-Led Research as a Model for Innovation in the Digital Economy.” In Proc Digital Futures (2012) 6 http://newmedia.umaine.edu/stillwater/partnership/partnership_tem- plate.html Contact: Maria Angela Ferrario , [email protected] 7 http://valuesandframes.org/

International Journal of Community Based Research No. 11 | May 2013 17 Focus

Equity & Sustainability Field Hearings Seeking Input from the Poor

by Deborah S. Rogers, PhD, Stanford University Institute for Research in the Social Sciences; Initiative for Equality; and Bálint Balázs, St István University, Institute of Environmental and Landscape Management, Environmental Social Science Research Group, Hungary

The Equity & Sustainability Field Hearings project is building a global network of community-based researchers to give voice to communities with the greatest need but least power to influence the Sustainable Development Goals dialogue. We developed a questionnaire asking impoverished communities what they experience, want, and are willing to do regarding the transition towards greater equity and ecological sustainability. In June 2012 we published preliminary results based on

interviews with over 2700 individuals in 34 com- Discussion by the tree; Bhopal munities across Asia, Africa and Europe. Most communities reported worsening inequality, income sustainability. It is the intention of project partners to help give insecurity, social breakdown, environmental degra- these communities an effective voice in the global dialogue on dation, and corruption. All expressed modest and sustainable development. sustainable aspirations, hoping for a future in which their basic food, housing, health care, education, Project History and job security needs could be met. We are now In early 2012, NGO Initiative for Equality(IfE) circulated a broad call for partners to conduct Field Hearings around the expanding the project, seeking additional partners globe. We convened a group of 18 academic and civil society and communities on every continent. organizations across Asia and Africa (and several in Europe) to conduct Field Hearings in 34 communities. Using public meet- Introduction ings, focus groups or individual interviews, we asked people to The people most impacted by inequality – the very poor – assess trends in their community to speculate about causes; to have almost no opportunity to be heard in the global dialogue propose changes needed for sustainable societies (a good life on development, inequality, and sustainability. Multilateral for your family and community that can last in the future), to processes such as Rio+20, the 2015 review of Millennium describe perceptions of privilege and deprivation, and to articu- Development Goals, and the Post-2015 Sustainable Develop- late wishes for the future of their family and community. We ment Goals processes are in full swing (see www.worldwe- published “Waiting To Be Heard: Preliminary Results of the 2012 want2015.org/ and sustainabledevelopment.un.org/index. Equity & Sustainability Field Hearings”—with 60 co-authors and php?menu=1565), but impoverished communities who have based on interviews with over 2700 individuals—in June of 2012 the most to lose generally have the least power to influencethe (see report at www.initiativeforequality.org/images/wtbh_link_ search for solutions. The Equity & Sustainability Field Hear- page.pdf). These Field Hearings results were then presented at a ings Project is a collaborative participatory action research side event of the Rio+20 Summit in Brazil, June, 2012, and at the project that seeks to learn what impoverished communities parallel People’s Summit, also held in Brazil in June. around the globe experience, want, and are willing to do regarding the transition towards greater equity and ecological Preliminary Results Most communities reported worsening inequality, income insecurity, social breakdown, environmental degradation, and corruption. All expressed modest and sustainable aspirations, hoping for a future in which their basic food, housing, health care, education, and job security needs could be met. Many were eager to work with partners towards these goals. In many of the communities, people reported that the position of women is better now than in the past. Women are more likely to be able to own property and get an education now. This was sometimes attributed to the promotion of women’s rights by organized civil society. However, significant problems still remain, especially in relationships between men and women; thus women’s rights shows up in the column of problems as well. Malawi women

18 Living Knowledge Focus

A number of communities reported improvements in the area of were simple and basic. They want stable income and a secure health care, education, and technology access. As with women’s future. They want food, health care and education for their chil- status, there also remain problems in these areas. Some commu- dren. They want more responsive and accountable governments nities reported an improved political situation in their country; that work to create opportunities for all, regardless of ethnicity others reported the opposite, so this is not a trend but instead a or economic class. They want to have access to opportunities specific local circumstance. The list of worsening problems was and to decision-making. very long, but there were some common themes that emerged from almost all of the communities, including environmental Methodology degradation, corruption, inequality, economic insecurity, social Collaborating partners jointly developed a standard ques- problems and conflict. tionnaire in English. Partners were then given the task of ensuring that the questionnaire was both linguistically and Participants were also asked in an open-ended question to culturally appropriate for their own communities; i.e. they speculate about the underlying causes of the various problems were asked to translate it into the local language(s), as well they are experiencing. While many explanations were offered, as to make any necessary modifications to make sure that it there were certain themes that turned up repeatedly. (1) Cor- made sense to the people who were interviewed, in the context ruption, cronyism, nepotism, lack of accountability and trans- of their lives and circumstances. Partners were also given parency, and impunity on the part of government officials was a wide latitude in how to conduct the Field Hearings. Methods cluster of concerns in most communities. It was viewed as being ranged from on-line questionnaires to one-on-one interviews, a major driver of lack of economic opportunities for lower and from focus group discussions to open public meetings. income people, and one of the primary mechanisms by which Each partner chose a method that they felt would work best inequality is perpetuated and increased.(2) Social and econom- in their community. Some Partners used different methods in ic inequality, unequal treatment of women, prejudice and dis- different communities, depending on the nature of the com- crimination, and greed and selfishness on the part of those with munity. After conducting the Field Hearings, Partners wrote money and power was another cluster of concerns frequently up the results in English, and submitted them to IfE to be offered as an explanation for lack of economic opportunities by edited for language clarity. the poor and by women. Other common explanation clusters- involved (3) environmental degradation, competition for scarce Phase Two Gears Up resources, growing populations, and changing weather; (4) lack The Field Hearings proved to be a highly effective organ- of appropriate training, education, knowledge resources, or izing tool as well as a means of learning what people are planning; and (5) lack of trust and sufficient unity among com- experiencing, thinking, and willing to do for sustainability in munity members. poor communities around the world. Local community Field Hearing participants as well as Partner organizations called Comments on the gap between privileged and deprived for the project to continue, to expand, and to follow up on the groups in their community included certain common respons- issues raised in these discussions. Phase Two of the Equity & es. The gap between wealthy and poor is perceived as increas- Sustainability Field Hearings will do just that, expanding the ing greatly almost everywhere. Wealth and poverty are seen as project to the Americas, Europe, and Oceania, working with directly associated with access to political decision-making and additional partners and communities, advocating vigorously for to economic opportunities. The rich and politically-connected the views articulated by communities in the Sustainable Devel- are blamed for this problem; no one blamed the poor them- opment Goals dialogue, and providing follow-up planning for selves for the situation. Several groups cited racial or ethnic achieving the goals articulated by these communities. The inter- discrimination as a root cause, while others blamed the greed national Living Knowledge Network is especially welcome to and selfishness of the rich or cited the entanglement of political contribute to this community-based research. Those interested power and business opportunity. Although progress has been in conducting Field Hearings in their own local communities made in some places, the perceived disempowerment of women are invited to contact the authors. in most (but not all) communities continues. It plays out in families, in business, in politics, and in lack of personal safety. Contact: Many women expressed very strong feelings about the situation. Deborah S. Rogers, [email protected], The wishes articulated by most members of these communities Bálint Balázs, [email protected]

Kyrgyzstan women Kyrgyzstan men

International Journal of Community Based Research No. 11 | May 2013 19 Focus

Science Shop - Network WissNET

by Kirsten von der Heiden, WTT e.V., Chairwoman of the Board

The WissNET is a network of initiatives, start-ups Science Shop WTT e.V. Saxony - and experienced Science Shops in the north-eastern bridging science and society plus science and culture states of Germany. The regular exchange on issues, The saxonian Science Shop Knowledge dialogue, technology & activities, regional characteristics and joint project training - WTT e.V. is grounded as an an incorporated society ideas are central. We support each other through and association since September 12th, 1996. Connected as a partner with University Zittau/Görlitz and the Internationales innovative methods and practical experience in the Hochschulinstitut Zittau (IHI, now belonging to TU Dresden) structural development of our Science Shops and the starting point were student and scientific projects supporting knowledge initiatives. Particular reference points for inter- and transdisciplinarity and networking together with our working together form the geographical position as neighbours Poland and Czech Republic. With a widened objective a gateway to Central and Eastern Europe, the po- in 2006 the Science Shop is bridging science and society interac- tentials and synergies for joint project proposals and tion, multi-stakeholder activities on local and global level as well as science and art. The enhanced association articles (December the exchange of expertise. 2013) describe the scope of WTT e.V. in supporting, organising, facilitating and conducting education, learning and science as Innovative cooperation methods and empty centered well as trans-border cooperation. Aiming to become the umbrella organizations association or host of Saxonian Science We are using innovative networking and facilitation approaches Shops, WTT e.V. is supporting further during our meetings, mostly holistic methods for the imple- groundings of Science Shops in Saxony mentation of creative, collaborative, sustainable projects. With- and surroundings. in, personal growth of every single person, community building Contact: Wissenschaftsladen WTT e.V., and an active responsibility for our earth are same weighted in Zittau, Saxony, [email protected], www.wissenschaft- the focus. Additionally we come together virtually while using sladen.eu; [email protected]; Contact persons: the MOODLE called learn management system and Web 2.0 Kirsten von der Heiden, Karl-Heinz Reiche approaches. For virtual classroom meetings and conferences the Science Shop Dresden offers a platform called: http://www. basis.wissen.schafft e.V. Berlin-Tempelhof - seminararbeit-dresden.de/. Face-to-face or online we inspire We get Science rolling! each other in a circulating manner using diverse tools, method The Berlin Science Shop basis.wissen.schafft e.V. started in 2011 as inputs and celebrating our successes together. a pioneer project at the Tempelhofer Feld, the former airport in the city centre. Our ambition is to intensify the communication between Who are the players in the network? people and science projects in town. We are working together with a students’ initiative to equip our science container with photovoltaics Science shop kubus - Berlin Institute of Technology this year. Our main focus for 2013 is “Age”. We want to connect young Science Shop cooperation and advisory body for environmental and old people to talk about ‘young and old Age’ by means of world issues - kubus is based on university and funded Science Shop café, round tables and workshops. working on environmental concerns and sustainable devel- We will show the results in pictures, opment. It was established in 1986 and is one section of the texts and moving images in an exhi- Centre for Continuing Education and Scientific Cooperation bition at season’s end. (ZEWK) of Berlin Institute of Technology (TUB). Three regular Contact: [email protected], www.basiswissenschafft.de; scientific staff members are working with kubus. It promotes contact persons: Katrin Schwahlen, Dany Krohne, cooperation and exchange between TUB and NGOs, local and regional authorities, social enterprises and Micro, Small and sozialwissenschaftsladen Berlin Medium Enterprises. kubus supports projects for regional devel- Social Science Shop is a non profit organisation based in Berlin opment, Which Ensure the sustainability of that builds a bridge between university-research expertise and living conditions for the present and future social science research methodology in practical use. Our team generations, according to the approach of has theoretical knowledge and practical experience within the Community-Based Research and to the key whole range of quantitative and qualitative methodology. Due concept of “sustainable development”. to our participatory approach we find empirical solutions for Contact: Berlin Institute of Technology, your research questions closely Centre for Scientific Continuing Education and Co-operation, Co- aligned with your individual operation and Consulting for Environmental Questions (Science requirements. Shop kubus), Secr. FH 10-1, Fraunhoferstraße 33-36, 10587 Berlin Contact: sozialwissenschaftsladen -Germany, [email protected], www.zewk.tu-berlin. berlin gUG, Chausseestr. 29, 10115 Berlin, kontakt@sozialwis- de/v-menue/kooperation _wissenschaftgesellschaft/kubus/param- senschaftsladen.de, http://sozialwissenschaftsladen.de/content/ eter/en/; Contact persons: Frank Becker, Gisela Prystav, Johannes english; contact persons: Sabine Schwirner, Sabrina Herrmann, Dietrich, Elke Beyer Serttas Dündar

20 Living Knowledge Focus

Science Shop Potsdam Science Shop Vechta/Cloppenburg The Potsdam Science Shop is an independent project for teaching “The Science Shop opened with an event on ‘Social Entrepreneurship’ science subjects in the fields of natural sciences, engineering, in November 2012 which was organised within the framework of the environmental sciences, ecology, communication and social sci- ‘Global Entrepreneurship Week’ in Cloppenburg as an online conferences. Since 2011 we are a registered charity. A main project is the ence in cooperation with the Science Shops WTT e.V. Zittau plus so called FabLab (Fabrikationslabor), an innovative education Dresden and included e.g. the expertise of the Science Shop Bonn. method and in the role of an innovation incubator to connect The Federal State of Lower Saxony will support a series of similar towards higher technology. Core topics for young and old are: events in the years 2013 and 2014. For the future, the Science Shop „create – make –share“. FabLabs worldwide on one hand are Vechta/Cloppenburg intends to cooperate in cross-border projects. In bridging research, development and design plus on the other the WissNET Science Shop Vechta/Cloppenburg aims to be a “bridge” hand real production. between East and West. Contact: Wissenschaftsladen Potsdam e.V., freiLand in Pots- Contact: University of Vechta, Department for Research Manage- dam, Friedrich-Engels Strasse 22, 14473 Potsdam, info@wissen- ment and Transfer, P.O.Box 15 53, D - 49364 Vechta - Germany schaftsladen-potsdam.de, www.wissenschaftsladen-potsdam.de, [email protected], www.uni-vechta.de/en/research/; blog: www.machbar-potsdam.de; contact person: Mario Parade contact person: Daniel Ludwig

Curious? You can also become a network partner aiming to exchange with us, network in action, live diversity combined with joint objectives! Contact kubus or any of us! Become connected! Now!

Mass experiments for school children in Sweden

by Dr Esther Crooks,Vetenskap & Allmänhet (VA), Stockholm, Sweden

Each September, thousands of can affect the health of students and teachers in a school environ- children across Sweden get in- ment. In 2011, the research moved out from the classroom and into volved in scientific research as part the home and refrigerators of the school children. The research of the annual European Research- topic was food waste and food storage, and school pupils recorded ers’ Night events. These mass ex- the temperature inside their refrigerator and the position and periments for school children are best-before dates of the food inside. Researchers Matthias Erikson organised by VA (Public and Science) and involve genuine research and Ingela Marklinder from the Swedish University for Agricultural of interest to researchers, the pupils and the general public. Sciences and Uppsala University analysed the data from more than Carrying out research with large numbers of young people takes 1,800 pupils. Results showed that the coldest part of the fridge was much organisation and depends on the enthusiasm and commit- in the middle and that there was a significant amount of food being ment of teachers and researchers. However the effort is well worth stored at the wrong temperature. As well as giving the pupils practi- while. School children benefit enormously from experiencing the cal experience of research methods, the teachers reported an increase scientific process first hand and researchers gain valuable data for in interest and knowledge about food hygiene, food storage and their research. Every year the results have received considerable minimising waste. media attention, not least as the research is specifically chosen to be Last year (2012), sociology researcher Dr Erika Wall from the of interest to the wider community. Mid-Sweden University involved pupils in a study of how children The first mass experiments in 2009 and 2010 focused on improv- perceive risk. Pupils were asked to take photographs of things they ing the school environment. In 2009 the focus was on air quality considered risky and to write something about them. Most risks which can have a significant impact on children’s ability to con- fell into five categories – traffic, buildings, nature, the home and centrate. In connection with researchers at the Danish Technical playgrounds. However children also identified other risky situations University and in partnership with the Danish Science Festival and including slippery floors in public baths, being alone, drugs and Researchers’ Night in Norway, carbon dioxide levels were measured alcohol. This was completely new research – researchers have not be- at the end of the school day in classrooms across Sweden, Norway fore used this method to find out how children perceive danger, and and Denmark. The results showed that many classrooms did not the results are expected to form the basis of further research which have adequate levels of ventilation and as a result improvements will help keep children safe and prevent accidents. were introduced in many classrooms across Scandinavia. If you would like to learn more about the mass experiments, take On a similar theme, in 2010 school children were invited to re- part in this years experiments or learn more about VA please contact: search classroom noise levels. Noise researcher Kerstin Persson Waye Cissi Askwall, Secretary general, Tel.: +46 (0)8 791 30 54, cissi[@]v-a. from the University of Gothenburg is interested in how noise levels se, http://v-a.se/in-english/

International Journal of Community Based Research No. 11 | May 2013 21 Focus

Region in Balance Sustainable land use management in the district of Borken

by Dr Anke Valentin, Bonn Science Shop, Bonn, Germany

The greater their fields, the better the income opportunities for farmers in the district of Borken. The more diversified and generous the parkland, the more attractive the tourists find the region. What sounds so spectacular, is a real problem for planners and politi- cians in the district of Borken and in the town halls of the county’s communities.

Who should use the land in the region to what extent and in • Several workshops across the entire region for development of what way? Who county and municipalities should decide for: more guidelines, objectives and actions for a joint action program in favor of farmers, tourism, recreation seekers, homebuilders or for the region conservationists? And how to get county and municipalities work • Workshops in local communities to create implementation pro- together instead of deliberately or unwittingly working against each grams for the local land use management other? The “Region in Balance - Sustainable land use management • Decision on the guidelines and the common action plans for the in the district of Borken in due consideration of climate change “Region in Balance” in the councils mitigation and adaptation” helped ensure that the requirements of • The overall workshop results always fed into the workshops of the various stakeholders are systematically included and mapped. local authorities. Vice versa also communal goals and action At the same time principles and criteria shall arose on which policy programs fed into the overarching workshops to be, if necessary, and administration in the long run can make decisions, and secure adjusted or realigned the future of the region in the mid and long term. • Implementation of the action plans in the context of a continuous improvement process, regarding the implemented objectives and The project - a model for Germany measures Funded by the Ministry of Environment of North-Rhine • Transfer Conference and Consulting Events: Borken as a model for Westphalia (NRW) the Bonn Science Shop and the Regional other regions and communities that want to install a land use and Working Group Agenda 21 NRW established and implemented a climate management system. sustainable land use management system in the Region of Borken. The system was developed in a continuous two-year process NRW completed pilot project with transfer session involving both county and municipal administrations, policy and “The result is impressive, said Eckhard Reis from NRW’s Ministry stakeholder groups from agriculture, conservation and the Agency of Environment “. The district of Borken and the four participating ‘Regionale 2016’ (a state funded structural support program for municipalities are a model for other regions in NRW”. For the first regions). The project, which ran until spring 2013, entered new time in NRW municipalities and a county cooperated to build a ground in several ways: It was the first time in Germany that long-term land use management system. For two years representa- different levels of government - in this case the district of Borken tives from politics, administration, economics, agriculture and nature and four of its municipalities - worked together on the subject conservation developed common guidelines and action programs of land use management. At the same time the project still put for the district and the respective municipalities, which finally were the emphasis on the use of the area, but did not narrow it to only adopted by the council. For Hubert Effkemann, mayor of the pilot this aspect, because a land management that doesn’t have climate municipality Gescher, the process has further developed the city: protection and climate change in mind, would not be sustainable. “The understanding and the will has grown that we have to make the centers more attractive and cannot further expand the suburbs.” In The process - step by step Gronau one wants to encourage seniors to give up their big houses Since the management of local area and the region as a whole in favor of a smaller apartments or rental homes and also encourage should be “seamless”, regional and local visions, goals and action pro- families to venture to the renovation of old buildings. Raesfeld mu- grams have been repeatedly adjusted, adapted and further developed: nicipality wants to encourage the use of vacant lots in the center. At • inventory of data and SWOT analysis: analysis of the strengths the same time it should be respected everywhere that the centers now and weaknesses of the Borken region and its four participating will not be obstructed but will be “greened” and that outdoor natural municipalities Raesfeld, Gescher, Gronau and Ahaus, deriving op- areas are not urban sprawl –to get the “Region in Balance”. portunities and risks for future development 110 participants came to the transfer meeting, including • Cross-future workshop for the entire region: Recommendations mayors and planners from neighboring counties. This illustrates from the regional SWOT analysis, development of guidelines, the particular need, to actively address the problems that will objectives and first measures, Vision 2030 beintensified by declining. In Borken district structures are now • Municipal future workshops: conclusions from the municipal established to work systematically and together towards the bal- SWOT analysis, development of guidelines, objectives, first steps to ance of interests in the future. develop goals and mission statements for the respective municipali- Contact: Dr Anke Valentin, Bonn Science Shop, anke.valentin@ ties, taking into account the results of the cross-Future Workshop wilabonn.de, http://bit.ly/10t814a

22 Living Knowledge Forum

VOICES The hard task of students’ engagement in Portugal

Views, Opinions and Ideas by Irina Castro of Citizens in Europe on Science The engagement of students in activi- used by them to pay university fees, bank ties like the ones that model the basic loans, house rents, or even their field principles of Science Shops has proven work expenses,makes them attractive- VOICES is a 1 year long EU funded to be a hard task. Today’s Portuguese pieceworkers. Especially at this time of project with very innovative and chal- education system is populated with astronomical cuts in the public ex- lenging objectives. VOICES aims at asymmetries at the school levels that penses, that iscompromising the material running a Europe-wide public consul- difficult the creation of a strategic plan conditions of the research units and its tation initiative, but also at providing for Science Shops development, and the ability to support the student’s research valuable know-how on methodological crisis has been aggravating them. For work. Also, for master students and PhD and procedural aspects for the struc- students in the primary and high school students, the pressure imposed by the tural employment of citizens participa- the contact with the world of science system of evaluation of the scientific tion in defining the European research is based on a rigorous deficit model. A activities pushes them to perform a work agenda in the framework of Responsible practical engagement with research may that guarantees scientific publications, Research and In- only happen when students first get to devaluing their impact and involvement novation. Citizens’ the university, but even then it´s not with society. With an aggravating cir- participation in guaranteed. cumstance for PhD students. It is impos- science and technol- sible to do a PhD without a fellowship3, ogy policy is the subject of a vast field of In our universities the last reform of due to the fees cost and because it would research and practice in the domains of our education system, Bologna Process mean four years more of unpaid work. science communication and science and and the Legal Regime for the Institu- technology studies. With the present call tions of Higher Education (RGIES), has Today, more and more students and the European Commission wants to in- shortened the licentiate time from five researchers are joining the already thou- clude citizens’ preferences, values, needs to three years, forgetting to diminish sands that have since 2010 abandoned and expectations in the actual research the hourly load overloading students the Portuguese university for lack of priorities that will be part of the next and teachers, and removing democracy money or working conditions. To what framework program “Horizon 2020”. from the university spaces, filling them regards the Science Shops, even the most In concrete, VOICES will run a consulta- with bureaucracy and the presence of concerned teachers and researchers that tion process to involve one thousand Eu- private companies. Most of the times, try to implement in their institutions ropean citizens in discussing the European if a student wants to get involvedin re- a modelof Science Shop and students research priorities for the theme “Urban search it has to be in an ongoing project, engagement, the response to their calls Waste and Innovation”; the consultations during their free time and often without - whether comes from university or will take place in 33 locations across all 27 pay. Although there are some(limited) research centers, whether comes from European countries. financing tools like the fellowships for private companies - is always refusing More information: http://www.ecsite.eu/ unlicensed funded by FCT1 , the process any support if there are no direct profits activities_and_resources/projects/voices of accreditation of their work time in or direct benefits that may later generate ECTS2 normally results in a complicated profits. The unfair debt is imposing the bureaucratic process that results in extra payment of herself in front of public Options for Strengthening credits, and not as part of the course education and S&T system, and turning curriculum ones. Another limitation is the mission of student engagement, that Research and Innovation the recognition of their work as scien- was already a hard task, into an impos- tific, and consequently recognizing them sible one. The European Commission Expert group as authors. Consequence of the existing to Responsible Research and Innovation gap in understanding the pedagogical (RRI), submitted its report on the cur- potential of students engagement in Irina Castro – Is a junior researcher (re- rent state of RRI. The report outlines a research. Portuguese experience says that search fellow for projects) at the Center of number of options for the future integra- during the time that they are integrated Social Studies, University of Coimbra that tion of the RRI approach and shows the into projects, students will be answering currently integrates the project “Biosense respective chances of implementation. the project needs, normally bureaucratic – The involvement of science and society: The publication is lined with several ex- stuff, and not their self-interests. An- Life, Sciences, Social Sciences and Publics” amples of successful integration of RRI. other important issue is the income that funded by the Portuguese Foundation These are supplemented with examples these fellowships generate for students. for Science and Technology, that aims at of less successful research due to lack of The 140€ up to 385€ Euroe per month, implement the first Science Shop model consideration of social concerns. The that are paid by FCT and are normally- in Portugal. (see also Living Knowledge analysis is accompanied by a definition of Magazine 10 - May 2012). 1 Fundaçãopara a Ciência e Tecnologia, the main pub- RRI. The Expert Group stresses the need lic funding agency for scientific research in Portugal for a comprehensive approach. 2 The ECTS grading scale is a grading system defined in the ECTS framework by the European Commis- http://bit.ly/UndPry 3 Just last year the government decided to cut 16% on sion. the number of fellowships assigned

International Journal of Community Based Research No. 11 | May 2013 23 Clippings

CUExpo 2013 Communicating EU Research What is a Science Shop? 12-15 June 2013, Newfoundland, Canada & Innovation A „Science Shop“ provides independent, participatory research Grenfell Campus, Memorial University A guide for project participants support in response to concerns of Newfoundland and the City of Cor- The brochure which has recently been experienced by civil society. Sci- ner Brook will be the official hosts of published by the European Commis- CU Expo 2013, a Canadian led confer- sion offers a tool to better communicate ence Shops use the term „science“ ence showcasing community-university about one‘s project(s) and the achieved in its broadest sense, incorporating (CU) partnerships worldwide. results and so fulfill the obligation to the social and human sciences, as http://cuexpo2013.ca disseminate project outcomes and gives well as natural, physical, enginee- some examples of successful com- ring and technological sciences. 6th Global Media Forum: munication activities, offers a word of The Future of Growth – warning about commercial organisa- There is not one dominant organi Economic Values and the tions seeking to sell their dissemina- sational structure defining a Science Media tion services and provides an elaborate Shop. Over the last few years interna- 17-19 June 2013, World Conference checklist to help you develop a sound tional interest in the Science Shop model Center Bonn (WCCB), Germany strategy for communication about your has developed, and similar organisations work. Moreover it informs about legal have been established in a wide range of Avram Noam Chomsky and Vandana requirements and expectations starting countries. How Science Shops are organ- Shiva will speak at the 2013 Global Me- at the negotiation phase right up to the ised and operate is highly dependent on dia Forum. Deutsche Welle as organizer end of the project and how the Euro- their context. Through their contacts, expects around 2,000 attendees from pean Commission, can help to increase Science Shops provide a unique antenna all around the world. In 50 workshops outreach, for example by publicising function for society’s current and future and plenary sessions, participants will events and results via websites. demands on science. discuss the many questions arising from Organisations that provide civil society The on-line version is available via the Participant Portal: this year‘s topic. Registration fee for http://bit.ly/ZxNAf4 with knowledge and skills through re- NGOs is 95,- Euro for all three days. search and education on an affordable More Information at http://www.dw.de/global-media- basis are welcome to share their experi- forum/home/s-30956 Options for Strengthening ence in the Living Knowledge Network. Responsible Research and There are forums for all parties interested Cities Learning Together - and involved in Science Shops and other th Innovation 11 PASCAL International forms for community based research. They Report of the Expert Group on Observatory Conference can give input to but also get in-formation the State of Art in Europe 18-20 November 2013, Hong Kong from the Living Knowledge discussion list, To achieve better alignment of research the quarterly newsletter or this magazine, Organised by The EU Centre at RMIT an and innovation with societal needs a which provide users with resources and and hosted by The Hong Kong Institute number of initiatives have been under- tools related to community-based research. of Education, the 11th PASCAL Interna- taken by EU Member States and the Eu- Living Knowledge Website: tional Observatory Conference will take ropean Commission which have shown www.livingknowledge.org place in Hong Kong, 18-20 November that there is a need for a comprehensive International Science Shop Office 2013 with fieldwork to test approaches approach. This new report identifies [email protected] in different Hong Kong settings on 19 policy options for strengthening Re- If you want subscribe or unsubscribe to the magazine or the November. sponsible Research and Innovation. newsletter please send a message to livingknowledge@wila- http://bit.ly/YQ0XLe http://bit.ly/UndPry bonn.de or visit our website at www.livingknowledge.org and or a short leaftlet at http://bit.ly/PeWCiy select ‘Discussion list and Newsletter’ ESOF Euroscience Open Forum in 2014 – EC Services Science building bridges She Figures 2012 The EC published a brochure: ‘Science 21-26 June 2014 Copenhagen She Figures 2012 is the fourth publication Shops - Knowledge for the Community’. ESOF 2014 Copenhagen is designed as of a key set of indicators that are essential This brochure focuses on different tar- an open platform for debating science to understand the situation of women get groups, universities, students, citi- and as a showcase for European and in science and research. The She Figures zens groups and local authorities. data collection is undertaken every three global research at all levels. ESOF 2014 The brochure can be downloaded from http://ec.europa. will be a unique opportunity for leading years since 2003 by the Directorate-Gen- eu/research/science-society/pdf/science_shop_en.pdf scientists, young researchers, students, eral for Research and Innovation of the entrepreneurs, policymakers, journalists European Commission, in cooperation The Science and Society portal of the and the general public to discuss new with the Helsinki Group and its sub- European Commission is open to all discoveries and debate the direction that group of Statistical Correspondents. news and organisations related to Sci-

research is taking in all the sciences. Download Full text (4.32 MB, 159 pages) at ence and Society. http://esof2014.org/info http://bit.ly/9gTtbR http://ec.europa.eu/research/science-society/index.cfm