The role of scientific knowledge in society is evolving. Historically associated with hegemonic political forces, science is now increasingly being used by activists, NGOs and local groups to challenge these traditional power structures. This shift has profound implications for educators, academics and researchers, policy makers and activists working in adult education.

Scientific knowledge is no longer the exclusive preserve of corporate and state actors. Lay people and activists are using it to expose abuses and improve practices. This has led to unique collaborations where traditional scientists work alongside non-scientists, blurring the lines between academic expertise and grassroots activism.
As noted by thinkers such as Foucault and Agrawal, all knowledge, including scientific knowledge, is socially constructed and embedded in unequal power relations. The integration of local and scientific knowledge in activist movements challenges traditional narratives and brings a more nuanced understanding of knowledge production.
Activist-generated concepts such as ecological debt, biopiracy and food sovereignty show how activism can influence both scientific and political spheres. Activists not only use existing scientific knowledge, but also contribute new knowledge, often in partnership with scientists.

The traditional boundaries between scientists and activists are becoming increasingly blurred. Examples include AIDS activism and the concept of 'counter-expertise', where lay people work with scientists to develop new understandings and challenge established norms.
Organisations and independent experts are increasingly supporting communities in their efforts to achieve environmental justice. This collaboration has led to the creation of new knowledge that challenges government policies and corporate practices, and promotes a more inclusive approach to scientific inquiry.
Recent global events have led to a surge in science activism. Scientists are increasingly speaking out on political and social issues, influenced by movements such as Black Lives Matter and #MeToo. This activism is reshaping professional norms within the scientific community, with more scientists advocating for political action and experiencing career advancement as a result.

The resurgence of scientist activism is influencing politics and policy. Employers' support for science-based advocacy and activists' reported career advancement suggest a changing landscape. However, non-white scientists, women and other groups face greater risks and rewards in activism, highlighting the need for intersectional solidarity within the scientific community. 

Promoting positive interactions between science, activism and education must recognise the challenges faced by underrepresented communities or groups. These communities are often underrepresented in STEM fields, resulting in a lack of diverse perspectives and expertise. Economic and social barriers further limit their access to quality education and scientific opportunities. Systemic bias and discrimination within educational and scientific institutions can create an environment that is not conducive to the participation and advancement of individuals from these communities. In addition, cultural differences can sometimes lead to misunderstandings or miscommunication in collaborative efforts. Underrepresented communities often face challenges in gaining visibility and having their voices heard in science and education policy discussions. This limited representation often translates into reduced influence in the policy-making processes that shape scientific research and education agendas. Addressing these challenges requires concerted efforts at all levels to promote inclusivity, diversity and equity in science, activism and education, and to ensure a more inclusive and effective collaborative environment.

Emerging lessons and implications:
Science activism is gaining legitimacy, driven by a new generation of activists. The challenges and opportunities for educators and policy makers are significant. Education systems need to adapt to this shift, integrating the intersection of science and social justice into curricula and fostering environments where diverse knowledge systems can coexist.

Fostering positive interactions between science, activism and education requires a diverse set of skills, combining knowledge and skills from different fields. 

Key among these skills is interdisciplinary knowledge, which involves understanding the principles of science, the motivations behind activism, and the methodologies unique to education. This broad understanding is crucial for applying scientific research to societal issues and educational contexts.

Effective communication also plays a key role. It's not just about communicating complex scientific concepts to non-experts such as activists and educators, but also about listening to and incorporating diverse feedback. This two-way communication ensures that ideas are shared and understood across different sectors.

Cultural competence is another essential skill. In a world full of different cultures, respecting and recognising these differences is essential to engaging effectively with different communities. This skill is particularly important to ensure that a wide range of perspectives are included in scientific and educational discourse.

Collaboration and teamwork are at the heart of fostering positive interactions. Building and maintaining partnerships across sectors, including scientists, educators, activists, community leaders and policy makers, is fundamental to achieving common goals.

Empathy and sensitivity are key to understanding the challenges and experiences of different groups, especially marginalised communities. Such understanding ensures inclusive and equitable engagement.

Critical thinking is essential to analyse and evaluate issues from multiple perspectives. This skill is crucial for navigating the complexities at the intersection of science, activism and education, and for developing balanced and informed viewpoints.

Advocacy skills are also needed to promote science within activism and education, and to advocate for the role of activism and education in scientific discourse and policy-making.

The evolving relationship between science and activism presents a unique opportunity for policy makers and educators. By acknowledging the socially constructed nature of knowledge and embracing the role of activism in scientific discourse, we can foster more democratic, inclusive and participatory processes of knowledge production. This approach will not only enrich scientific understanding, but also empower communities and individuals to engage in meaningful socio-political change.