Table_1_Elevating community voices through inclusive science communication: a case study of the We are Water program in the Southwestern United States.DOCX

Science communication plays a pivotal role in cultural engagement and life-long science learning. However, historically marginalized communities remain undervalued in these efforts due to practices that prioritize specific individuals, such as those who are affluent, college-educated, able-bodied, and already scientifically engaged. Science communicators can avoid these practices by acknowledging the intersecting historical and cultural dimensions surrounding science beyond those of the majority culture and practicing inclusive science communication efforts. Here, we define and describe the importance of inclusive science communication and outline how we use an asset-based community engagement framework in a place-based education program's communication practices with rural communities in the Southwestern United States. We describe how we designed our communication spaces, found our voice, and effectively communicate with non-English speaking and bilingual communities. We provide examples from the We are Water program, demonstrating how we utilize inclusive science communication practices to engage more widely with diverse communities and create space for community voices to be heard and shared. We conclude that the use of inclusive science communication strategies and an asset-based community engagement framework has allowed the We are Water program to connect with rural communities while communicating in a way that elevates historically marginalized voices, creates space for communities to share their own experiences through memories and stories, and honors diverse perspectives and ways of knowing.

科学传播（Science communication）在文化参与及终身科学学习中发挥着关键作用。然而，历史上长期处于边缘地位的群体在这类传播实践中仍未获得应有的重视，究其根源，现有传播实践往往优先青睐特定人群，例如经济优渥者、受过高等教育者、身体健全者以及已具备科学参与意识的受众。科学传播从业者可通过正视主流文化之外科学所兼具的多重交织的历史与文化维度，并践行包容性科学传播（inclusive science communication）实践，以此规避此类偏差。本文中，我们将界定并阐释包容性科学传播的重要性，同时梳理我们如何在一项面向美国西南部乡村社区的在地化教育项目的传播实践中，运用基于资产的社区参与框架（asset-based community engagement framework）。我们将详述如何搭建传播空间、找准自身的话语定位，并有效与非英语母语群体及双语社区开展沟通。我们结合"We are Water"项目的实践案例，展示如何通过包容性科学传播举措更广泛地联结多元社区，并为社区声音的传递与共享创造空间。最终我们得出结论：包容性科学传播策略与基于资产的社区参与框架的结合应用，使得"We are Water"项目得以有效联结乡村社区，其传播方式不仅能够彰显长期以来被边缘化群体的声音，还为社区通过记忆与故事分享自身经历提供了平台，同时尊重多元视角与认知方式。