Place‐based civic science—collective environmental action and solidarity for eco‐resilience
Place‐based civic science—collective environmental action and solidarity for eco‐resilience
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基于地方的公民科学——集体环境行动和生态恢复力的团结
DOI：
10.1111/camh.12537
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发表时间：
2021
影响因子：
6.1
通讯作者：
Lowenstein, Ethan
中科院分区：
文献类型：
--
作者：
Gallay, Erin;Furlan Brighente, Miriam;Flanagan, Constance;Lowenstein, Ethan
教育边缘化社区的儿童和青少年（CYP）了解环境危机带来了一个独特的困境，因为教育工作者努力让他们做好应对气候危机的准备，同时又不加剧许多人已经面临的压力和对无法居住的未来的恐惧。我们探索了基于地点的公民科学（PBCS）如何通过团队合作为青年提供参与环境理解和行动的机会，在团队合作中，青年感到他们属于一个比自己更大的群体，并从与他人合作实现共同目标中获得希望。我们认为，结合PCBS的集体行动和协作学习空间的教学方法，可以帮助缓解CYP在应对全球环境危机时的困境。方法我们从486名6 - 12年级学生（大多数有色人种学生）的定性回答（学生反思和公开演讲）中提取他们从参与PBCS项目中学到的东西。项目涉及环境组织的成年人、教师和学生团队之间的平等伙伴关系，他们共同研究和行动，以减轻问题，并在公共场所展示他们的努力。结果学生的定性反应显示，他们认同自己的团队和团队目标，尊重他们的声音，相信他们的能力和采取集体行动的信心，甚至喜欢共同努力解决社区关注的问题。spbcs通过学生团队的集体学习/行动和非等级代际伙伴关系，以及CYP与更广泛社区组织建立的联系，可以帮助建立CYP的机构和效力，同时解决“情感沉重”的问题，如气候变化。
BackgroundEducating children and young people (CYP) from marginalized communities about environmental crises poses a unique dilemma as educators strive to prepare them to deal with the climate crisis without compounding the stressors and fear of an unlivable future many already face. We explored how place‐based civic science (PBCS) can provide opportunities to engage youth in environmental understanding and action through teamwork in which youth feel that they belong to a group larger than themselves and gain a sense of hope from working with others toward shared goals. We argue that combining PCBS pedagogies of collective action and collaborative learning spaces can help to buffer against distress as CYP grapple with global environmental crises.MethodsWe drew from qualitative responses (student reflections and public presentations) of 486 6–12th graders (majority students of color) on what they learned from participating in PBCS projects. Projects involved egalitarian partnerships between adults from environmental organizations, teachers and student teams studying and acting together to mitigate problems and presenting their efforts in public venues.ResultsStudents’ qualitative responses revealed an identification with their team and its goal forged through the work, respect for their voice, belief in their capacity and confidence to take collective action and even enjoyment of working together to address community concerns.ConclusionsPBCS through collective learning/action in student teams and nonhierarchical intergenerational partnerships, and connections that CYP forge with organizations in the broader community, can help to build CYP’s agency and efficacy while addressing “emotionally heavy” issues such as climate change.