The contexts, constraints and realities of reflexive science communication: A case study from Saudi Arabia

Science communication practice has evolved in a context of chronic global issues to become more reflexive to local contexts. We present a case study of a project we implemented in AlUla in north-west Saudi Arabia to illustrate this. Our project aimed to engage communities, and nature champions and teachers from those communities, in developing their nature literacy and improving their stewardship of nature reserves in AlUla County in Saudi Arabia and the reserves’ biodiversity. It demonstrates the value of a team with different disciplinary backgrounds working with communities to reflexively design and implement a project. Being reflexive meant that we had to appreciate that our own cultural backgrounds and identities from Australia and the United States were very different from those of communities who lived in a society with traditional top-down approaches to development initiatives. Our reflexivity was limited by whom we were able to consult and engage with, how participants were selected, and the time and resources available. The project was experimental and evolved over two years. It took time to build trust and the freedom to design the project to reflect local needs and suitable methods of engagement, in an evolving process whereby we learned to adapt how we engaged as we better understood their perceptions, concerns and needs. The case study showcases the benefits from taking a reflexive approach to science communication, including improving the quality of engagement through participation between all actors: local communities, managers, consultants and scientists. The behavioural changes noted by nature champions and teachers, especially in waste management, water conservation and revegetation, illustrate that a reflexive approach to science communication has the power to create positive changes.