Public engagement in the UK is stuck in the doldrums and fails to?recognise that the world’s most intractable problems can be tackled only by building collaborations between people with different perspectives (“Scholars on the public stage deserve a hand”, Leader; “Public engagement: go forth and mingle”, Features, 3?December). Public engagement by UK researchers often merely involves the dissemination of “facts” by experts to passive recipients, rather than risk a questioning of the authority of the expert. , published by the British Council last month, links this uncritical approach in UK science education to the .
The full potential of research will be unleashed only when higher education institutions recognise that everyone, from whatever background, is capable of contributing insights towards the production, application and questioning of knowledge. For inspiration, we should look to countries such as the US and Canada, where such approaches as , and have survived the teething stage, and are now inspiring a new generation. We have launched to bring together researchers and communities who wish to engage in this more sophisticated sense.
Colin Anderson and Tom Wakeford
People’s Knowledge
Centre for Agroecology, Water and Resilience, Coventry University
Send to
Letters should be sent to: 色盒直播.Letters@tesglobal.com
Letters for publication in Times Higher Education should arrive by 9am Monday. View terms and conditions.