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Pathways to understanding the changing climate: time and place in cultural learning about the environment

了解气候变化的途径：环境文化学习的时间和地点

基本信息

批准号：
AH/K006282/1
负责人：
David Sneath
金额：
$ 83.56万
依托单位：
University of Cambridge
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2013
资助国家：
英国
起止时间：
2013 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FK006282%2F1
关键词：
Pathways understanding changing climate time

项目摘要

To what extent are people aware of processes of environmental change over time, and how are such changes observed and reflected upon? Do people draw upon a knowledge of past environments in thinking about future environmental scenarios, including those associated with the changing climate? This project will develop innovative methodologies for engaging with the active perception of the environment in particular localities. Mike Hulme, in 'Why We Disagree About Climate Change', has argued that variations in the perception of climate change arise from different cultural outlooks on our natural and social worlds and different levels of exposure to climate risk. This points us towards the pressing need to find ways of eliciting and recording these cultural outlooks, while also leading us to ask: to what extent do people connect their local environmental knowledge with global processes?In order to relate environmental transformations to the perceptions of processes such as climate change, it is necessary to have a detailed knowledge of how environmental experiences are shaped and narrated. We will gather and build a database of narratives and images exploring and reflecting upon environmental pasts and futures in East Anglia, a region with a long history of landscape flux and, due to its flat and low-lying nature, a particular vulnerability to processes of climate change. Recognising, in keeping with the Stern Review on the Economics of Climate Change, that questions of intergenerational equity are central to our capacity to respond to the challenges of the changing environment, an integral part of our research will be the involvement of schools and schoolchildren. By walking pathways in the Fen landscape and by experiencing places, objects and images children will engage with different narratives and forms of expertise about the environment they are living in (from natural features to spirits and legends of the place). Working with the Greater Fens Museum Partnership, who have extensive experience of community and school outreach, we will organise a series of activity days in which schoolchildren will draw upon the narratives collected for the database, and work with artists, environmental scientists, and museum staff to generate creative responses to their regional environmental history. This will culminate in an exhibition, hosted by the Greater Fens Museum Partnership and curated by the children. These will give a valuable insight into the routes by which children are able to perceive and engage with environmental history, and how this feeds into visions of the future in the context of climate change. Outcomes from the schools projects and the exhibitions will be added to the database.Climate change is experienced by communities in particular localities, but can only be understood as a global process. For this reason, an important part of our research will be to foster cross-cultural links between schools and grassroots organisations exploring the ways in which different localities can find common ground. Drawing on existing networks in regions where the Division of Social Anthropology has strong working relationships, especially Alaska, Mongolia, and Vietnam (but open to future collaborations elsewhere), we will explore the extent to which methods we are developing in the UK are applicable in these different research contexts and what lessons can be learned. By establishing connections between schools and organisations in the East Anglia with their counterparts elsewhere in the world, we will not only be exploring how communities perceive environmental change in their own locality, but also how they receive and respond to the experience of change elsewhere in the world. In addition to establishing virtual links, we will invite educators and community organisers from these diverse settings to participate in the workshops providing opportunities for interaction and knowledge transfer around issues of environmental change.

随着时间的推移，人们在多大程度上意识到环境变化的过程？这种变化是如何观察和反映的？人们在考虑未来的环境情景，包括那些与气候变化有关的情景时，是否会借鉴过去的环境知识？该项目将开发创新的方法，以参与对特定地区环境的积极感知。Mike Hulme在《为什么我们在气候变化问题上意见不一致》一文中指出，对气候变化看法的差异源于我们对自然和社会世界的不同文化观，以及对气候风险的不同暴露程度。这向我们指出了迫切需要找到激发和记录这些文化观点的方法，同时也引导我们问：人们在多大程度上将他们的当地环境知识与全球进程联系起来？为了将环境变化与气候变化等过程的看法联系起来，有必要详细了解环境经验是如何形成和叙述的。我们将收集并建立一个叙事和图像数据库，探索和反思东安格利亚环境的过去和未来，这是一个有着悠久景观变化历史的地区，由于其平坦和低洼的性质，特别容易受到气候变化过程的影响。根据《斯特恩气候变化经济学评论》（Stern Review on the Economics of Climate Change），我们认识到代际公平问题对于我们应对不断变化的环境挑战的能力至关重要，因此，学校和学生的参与将是我们研究的一个组成部分。通过在汾河景观的小路上行走，通过体验地方、物体和图像，孩子们将参与到关于他们所生活环境的不同叙述和专业知识形式中（从自然特征到当地的精神和传说）。我们将与在社区和学校外展方面拥有丰富经验的大沼泽博物馆合作伙伴组织合作，组织一系列的活动日，让学生们利用为数据库收集的叙述，并与艺术家、环境科学家和博物馆工作人员合作，对他们所在地区的环境历史做出创造性的回应。这将在一个展览中达到高潮，由大沼泽博物馆合作组织主办，由孩子们策划。这将为儿童能够感知和参与环境历史的途径提供有价值的见解，以及如何在气候变化的背景下为未来的愿景提供信息。学校项目和展览的成果将被添加到数据库中。气候变化是特定地区的社区所经历的，但只能被理解为一个全球过程。出于这个原因，我们研究的一个重要部分将是促进学校和基层组织之间的跨文化联系，探索不同地方找到共同点的方式。我们将利用社会人类学学部与这些地区的现有网络，特别是阿拉斯加、蒙古和越南（但对未来在其他地方的合作持开放态度），探索我们在英国开发的方法在这些不同研究背景下的适用程度，以及可以学到什么经验教训。通过在东安格利亚的学校和组织与世界其他地方的同行建立联系，我们不仅将探索社区如何看待自己所在地区的环境变化，而且还将探索他们如何接受和回应世界其他地方的变化经验。除了建立虚拟联系外，我们还将邀请这些不同背景的教育工作者和社区组织者参加研讨会，为环境变化问题提供互动和知识转移的机会。