Introduction

It has been over a decade since science centres raised concerns about the need to address the changes in the population demographics of the United States. These changes are also a growing reality in other regions of the Global North, such that in the United Kingdom (UK), the 2021 Census data show that a number of major Cities are now ‘minority-majority’ populations – meaning there is no longer a White majority (UK-ONS, 2023; Vinter, 2023). So-called ethnic ‘minorities’ in societies that are mainly White now represent a significant proportion of the population, accounting for nearly 20 per cent of the population of the United States, for example, and in many US states the percentage is even greater. In the State of California, for example, the Latin American diaspora represents nearly 40 per cent of the population (US Census Bureau, 2019).

Science centres and museums wish to remain relevant in their societies and to be considered the go-to places for informal science learning. With the growing shift in racial demographics in the Global North, these institutions are increasingly questioning their relevance among ‘racialised minorities’, ‘underrepresented communities’, and ‘communities at-promise’ as they seek to be more inclusive, aiming to engage all citizens in a more effective way.

Often their solution is to create and customise programmes and exhibits that cater specifically to these groups. Even though this may well seem to be a great idea, in the long run it has created silos instead of engendering a sense of community, a celebration of societal diversity, and an opportunity for diverse groups to learn from one another. In addition, a critical goal of inclusion in science centres and museums should be that of providing learning environments where all people, regardless of their situation or attributes, are welcomed and able to play, learn, and engage. As humans, we possess a wide diversity of attributes and situations: age, culture, gender identity, nationality, mental and physical abilities, language, religion, education, work experience, political views, income, and so on.

It is time to adopt an inclusive approach in the design of informal science learning experiences, inside and beyond the walls of these science centres and museums. We need to challenge ourselves and the field and think of ways to offer a science communication agenda for all.