The Inclusion, Diversity and Equity in Astronomy (IDEA) Chapter† of the Astronomical Society of Australia runs the Pleiades Awards‡, which recognise organisations that are taking active steps to create an inclusive, welcoming and supportive environment for staff and students. The IDEA Chapter was originally launched as the Chapter for Women in Astronomy in 2009, and the Pleiades - inspired by the UK Athena Swan program§ - were initially focused on actions to advance the careers of women. With the expansion of the Chapter’s remit in 2016, the Pleiades Award criteria similarly expanded to cover broader issues of gender and sexual identity, cultural background, disability, age, family/carer responsibilities, political affiliation and religious belief. Almost all astronomy departments and research centres in Australia apply for these biennial awards, which are given at Bronze, Silver and Gold levels to reflect the overall achievements of the applying organisation. Based on the applications submitted, it is clear that the Pleiades Award scheme is advancing the goals of inclusion, diversity and equity not only in astronomy, but in a wider academic environment in Australia.

For students with visual impairments (VI), the possibility of a future in astronomy, or any science, technology, engineering, and mathematics (STEM) field, seems daunting. In order to bolster astronomy and STEM opportunities for high school students with VI (ages 14 – 20) in the United States, we developed the STEM Career Exploration Lab (CEL). Our STEM CEL methodology employs tactile astronomy instruction via 3D printing technologies and unique 3D-printed models, professionals with VI acting as role models, and partnerships with local STEM industries that provide insights into possible career paths. In partnership with the South Carolina Commission for the Blind (SCCB) and the Michigan Bureau of Services for Blind Persons (MBSBP), to date we have held four week-long CELs (June 2017, June and July 2018, August 2019) and a 3D printer build workshop (September 2018), thus far serving about fifty students with VI. We gathered pre- and post-intervention data via student surveys, assessments of students astronomy knowledge, and video recordings of the CEL activities in order to study to what extent the CEL model can enhance the students attitudes towards, interests in, and capacities to participate in astronomy and STEM careers. Once fully tested and refined, we will make our 3D model files and activities freely available for further use and study. This work serves as a testbed for an expanded CEL program aimed at helping increase the representation of persons with VI in astronomy and STEM fields.

With over 50 years of active research in Nigeria, Astronomy is still faced with various challenges, in particular poor funding from government and the prevailing harsh economic condition. Despite these challenges, there is a recent growing interest of the younger generation in astronomy which comes mainly through astronomy outreach programme, biennial summer schools and annual conference of the astronomical society of Nigeria. Electric power supply has remained a long-lasting problem and contributes immensely, especially in rural communities, to the hindrance faced in areas of education like astronomy which can not progress without the use of computers for data visualisation and analysis. As a matter of fact, cultural astronomy already exist and is well recognised in these poor communities.

The amazing credit card size 5V DC battery-powered Raspberry Pi computers and Virtual Observatory(VO) will play a major role in doing modern astronomy in these communities despite these hindrances. We target the less privileged students in six rural secondary schools (located in 6 different states) by bringing to their doorsteps astronomy using low cost but effective tools. Various hands-on astronomy exercises were carried out with the VO tools. We discuss our experiences with the students and teachers with this pilot project which at the same time promotes not only astronomy but also Science Technology Engineering and Mathematics (STEM). We intend to expand the number of schools covered through grant from IAU and donations of the Raspberry Pi computers from astronomy enthusiasts and organisations.

The IDATA (Innovators Developing Accessible Tools for Astronomy) project aims to develop accessible software solutions that enable blind and visually impaired (BVI) individ- uals to engage with astronomical data. This work presents an overview of Afterglow Access, a software tool designed following universal design principles to enhance accessibility. We discuss the project’s development, its role in STEM+C education, and the broader implications for computational thinking and inclusive scientific engagement.

Gender imbalance in the sciences is a problem that affects society as a whole. Attracting more women to science is a matter of welcoming 50% of the intellectual capacity of humankind. As institutions, science museums have the mission of expanding society access to scientific knowledge and encouraging the excitement of discovery. Further, they must also engage diverse audiences and address the many facets of inclusion. Therefore, it is fundamental to reflect on gender issues and adapt the content of exhibits and activities to be inclusive. The Museum of Astronomy and Related Sciences (MAST) has long been aware of its potential to promote social change and empowerment. Since 2015, MAST promotes a series of actions to stimulate discussion, acknowledge the contribution of female researchers to progress as well as encourage girls to explore scientific career paths through astronomy activities. All initiatives are built on theoretical perspectives of social inclusion, gender in sciences and informal science education. This article will review the “Girls in the Museum” action and present its most important results.

Scientific research in astronomy has traditionally been concentrated around major observatories for centuries. However, the evolving global environment, including gradual climate change, population growth, and technological advancements, has challenged the ability of historical sites to maintain their original purpose of cutting-edge observations. Despite this, the persistent atmosphere of active scientific institutions, coupled with their existing infrastructure and culture, provides an ideal setting for contributing to contemporary societal challenges, particularly in promoting diversity and equity in scientific research and education. We illustrate a successful transition achieved at the Ondřejov observatory (Czech Republic) and highlight the fruitful synergies with modern scientific infrastructures.

Effective stakeholder engagement is essential to the success of the Square Kilometre Array (SKA) project. The South African Radio Astronomy Observatory (SARAO) views stakeholder engagement as a core function, promoting multi-directional communication with all stakeholders to enhance collaboration, trust, and mutual benefit. This paper outlines the guiding principles, strategies, and methods implemented to establish stakeholder engagement as a pivotal component of the SKA project. The framework ensures inclusivity and transparency while fostering youth development, community connectivity, and economic advancement.

When the world thinks of the Caribbean, the first things that come to mind are of vacations and wedding destinations. It is all about sun, sand and seas and very little about skies. Can astronomy have any role to play in the Caribbean? This paper summarizes the status of Astronomy in the English-speaking Caribbean region noting the opportunities and challenges.

Gender inequality in science is a widespread phenomenon which in the most obvious distinct ways men and women are treated differently. Astronomical spaces are naturally concerned with the technical, objective, and provable and rarely try to make sense of meanings around social justice concepts which include gender, equality and inclusiveness. These are thought to be not “scientific” nor to add any value to the science enterprise. Using a feminist qualitative approach, and drawn from my Master’s Thesis, my research employs a gender lens in exploring and mapping ways in which better science could be produced and current models enhanced through use of interdisciplinary methods, in particular, gender studies. I present the nuances around gendered dynamics, attitudes, ideologies, values and knowledge systems that exist within astronomy and astrophysics institutions paying specific attention to the South African Astronomical Observatory (SAAO). I reveal the implicit and explicit ways in which SAAO spaces and practices are gendered and hierarchized, and the extent to which ‘astronomy as a specific discipline within science’ remains highly masculinized, and subsequently exclusive to some whilst marginalising and excluding certain bodies within the space, at times in very symbolic and covert ways. By focusing on studies on power, feminist critiques of science and institutional culture in other South African sectors, especially higher education, the study deconstructs a field that has been relatively neglected in South African feminist studies of gendered institutional culture. My findings are transferable and could be applicable to other astronomical institutions.

Our research team had chances to visit with visually-impaired children in Osaka, Japan. Using the 3D map as the mold, a plaster replica of a section of the Earth or the Moon were prepared for each of the participants. Children shouted, “Interesting!” and all the participants enjoyed understanding the nature of the Earth and the Moon. Children can learn about other worlds through their fingertip trip regardless of eyesight.

Astronomy is a democratic and fair science. People feel curious and fascinated about the Universe, regardless their culture or abilities. Modern astronomical observation are also “impartial” with regards to sensory abilities, because they are made of numbers, representing the physical features of the observed object. Those numbers are often converted into visuals. Indeed, they could be converted into any attribute of any representation, such as sensory stimuli in multi-sensory representations, offering an effective common ground for inclusion and equity. In Italy, the working group for outreach and education of the National Institute for Astrophysics (INAF) is greatly concerned with designing and creating brand new inclusive outreach and educational practices with essential help of experts and disabled people. Besides significant efforts for the inclusion of physical and sensory impairments, we have also implemented important actions aimed at easing social and cultural inclusion. These activities need attentive design and step-by-step evaluation in order to prevent the unconscious introduction of barriers of any kind. We have started many fruitful partnerships, both with the capillary and vast national network of amateur astronomers and with educators and tutors for specific disabilities, with the aim of developing professional standards in the field of inclusion through astronomy.

The female ratio in science field, including astronomy, is still quite low in Japan. We, the Astronomical Society of Japan, are making efforts to equalise the gender balance. In this paper, we summarise our statistics, member’s thinking shown in our questionnaire, the history and accomplishments of the day-care system during annual meetings, and other activities.

The Canadian Astronomical Society/Societe Canadienne d’Astronomie (CASCA) is the organization of professional astronomy in Canada. In 2015, CASCA created an Equity and Inclusivity Committee, with a mandate to collect data, track progress, propose initiatives and promote equity, diversity and inclusion (EDI). The committee has now been active for several years and has recently completed the first climate survey of its members. The climate survey in particular highlighted the difference experiences of those identifying as women and men within the astronomical community. Attempts to revive demographics studies of the society have been met with several challenges, recognizing today the need for individuals to self-identify. We describe as well the planned emphasis on EDI within Canadian astronomy’s next decadal style survey. Finally, we note initiatives of Canada’s funding agency for astronomy, NSERC, and individual initiatives that have been undertaken. EDI is a priority for CASCA, and there is a lot of motivation and lots of ideas for improvement. Solutions will take time, cooperation and money to implement.

Teaching astronomy can be a great challenge, especially when the audience is unfamiliar about space and science concepts. A useful approach to teach about the night sky are the constellations, a source of diverse shapes and amazing mythological stories. However, it is not always easy to provide tools to get familiar with those imaginary figures, especially when your audience is part of an underrepresented, underserved community. This presentation addresses this issue by presenting a simple but useful tool: a constellation viewfinder using simple technology, with a special addition: it focuses on some “local” constellations, in order to provide an inclusive way to understand the sky, acknowledging the cultural heritage, as a powerful inspiring resource for those audiences.

Hearing impairments affect more than 6% of the world’s population. Many in the astronomical community likely experience invisible handicaps due to both themselves not being aware of their impairment and due to the prevalence of societal barriers, mainly the widespread cultural dependence on sound. We consider the removal of societal barriers a gold standard in the accommodation of those with hearing impairments. Such accommodations do not make the assumption that the impacted person is deprived of normal functions, but rather that society is at fault through its ideals of normality. In practice, this means that those with hearing impairments should not have to rely on auditory information to partake in astronomical settings. The culturally deaf should be provided access to astronomy in their own signed languages. We highlight that such accommodations may benefit the wider community. We conclude by remembering that deaf astronomers have been behind great discoveries in the history of astronomy, and that diversity is a strength to all.

In the framework of the IAU100 global celebrations throughout 2019, this paper will discuss two global projects for their consideration and implementation of equity, diversity and inclusion throughout their development and implementation. The 100 Hours of Astronomy coordinated over 1200 astronomy activities in 86 countries worldwide from 10–13 January 2019. This global event brought together amateur and professional astronomers, astronomy buffs and the general public to share their enthusiasm for astronomy and space. The Moon Landing 50 global event celebrated the 50th anniversary of the 1969 moon landing by coordinating hundreds of diverse events in over 120 countries. Both initiatives organised global competitions and public outreach initiatives throughout their implementation with special consideration for the engagement of amateur astronomers and underserved children in astronomy, with particular prioritisation of activities that took gender and underrepresented groups into account as well as those that paid special attention to the inclusion of girls and those with disabilities in astronomy. This paper will discuss best practices, reflections, and lessons learned from the implementation and reception of these initiatives. Recommendations are also provided with the aim of providing insights and grounds for future IAU Resolutions on Astronomy for Equity, Diversity and Inclusion policies.

The Helping Hands Network, a Liberian non-profit organisation, conducted a workshop for 61 science teachers in August 2019 in collaboration with the University of Liberia. The country has suffered two civil wars and an Ebola crises in the last 30 years with severe consequences for Liberia’s educational sector: less than 10% of physics teachers have a corresponding degree and the only physics department in the country does not offer graduate education. We discuss the challenges and our proposed approach to support science education in Liberia.

We recently started to design and realise an inclusive, interactive, multimedial, multistyle e-book to be freely distributed to kindergarten and primary school teachers and children. During the first phases of the design proces, we realised that this kind of multimedia product can be accessible and deeply inclusive in its own nature and it can hence be suitable also for students with learning disabilities and/or autism spectrum disorders and in various situations of learning difficulties.

We model long-term magneto-rotational evolution of isolated neutron stars (INSs) with long initial spin periods. This analysis is motivated by the recent discovery of young long-period neutron stars (NSs) observed as periodic radio sources: PSR J0901-4046, GLEAM-X J1627-52, and GPM J1839-10. Our calculations demonstrate that for realistically rapid spin-down during the propeller stage INSs with velocities ${\lesssim}100$ km s$^{-1}$ and assumed long initial spin periods can reach the stage of accretion from the interstellar medium within at most a few billion years as they are born already at the propeller stage or sufficiently close to the critical period of the ejector-propeller transition. If NSs with long initial spin periods form a relatively large fraction of all Galactic NSs then the number of isolated accretors is substantially larger than it has been predicted by previous studies.