Lived Experience and Scientific Knowledge of Climate Change

Author(s):  
Dina Abbott ◽  
Gordon Wilson

Climate change is a profoundly social and political challenge with many social justice concerns around every corner. A global issue, climate change threatens the well-being, livelihood, and survival of people in communities worldwide. Often, those who have contributed least to climate change are the most likely to suffer from its negative consequences and are often excluded from the policy discussions and decisions that affect their lives. This book pays particular attention to the social dimensions of climate change. It examines closely people’s lived experience, climate-related injustice and inequity, why some groups are more vulnerable than others, and what can be done about it—especially through greater community inclusion in policy change. A highlight of the book is its diversity of rich, community-based examples from throughout the Global South and North. Sacrificial flood zones in urban Argentina, forced relocation of United Houma tribal members in the United States, and gendered water insecurities in Bangladesh and Australia are just some of the in-depth cases included in the book. Throughout, the book asks social and political questions about climate change. Of key importance, it asks what can be done about the unequal consequences of climate change by questioning and transforming social institutions and arrangements—guided by values that prioritize the experience of affected groups and the inclusion of diverse voices and communities in the policy process.


2021 ◽  
Vol 11 (2) ◽  
pp. 06-07
Author(s):  
Cristina Engel de Alvarez

Pandemic and climate change: two events that are mixed and, often, seem to be the same. The events of recent years, and especially 2021, have jeopardized the certainties which up until now, were grounded on that scientific knowledge could lead humanity along a safe path. For a while, we thought that the results of multiple theses, and the accumulated efforts to understand phenomena and solutions based on the concept of sustainability were in vain, given the threats of a ferocious pandemic, along with the frustrated attempts to contain climate change. The goals sought up until now have been greatly challenged.


2021 ◽  
Vol 8 ◽  
Author(s):  
Diana Boaventura ◽  
Ana Teresa Neves ◽  
Jaime Santos ◽  
Paula Colares Pereira ◽  
Cristina Luís ◽  
...  

To enable the process of energy transition towards carbon neutrality, it is important to educate the community on the need for social, economic, environmental and institutional transformation, and to educate and inform citizens to participate proactively in this change. This study evaluated the effectiveness of participation by elementary school students in educational activities and citizen science actions in enhancing their scientific knowledge and skills related to Ocean Literacy in the context of climate change. The activities were directed to children (aged 9–11) and involved pre-service teachers, in-service teachers and researchers, in formal and non-formal contexts. A total of 329 elementary school students participated in interdisciplinary science activities, focusing on the cause & effect of climate change in the ocean. They learned to identify rocky shore marine species used to monitor climate change and acquired ICT skills by inserting species observations in a biodiversity mapping platform. Finally, students worked collaboratively to communicate to the community what they have learned through an exhibition at the Museum João de Deus. To assess the impact of the activities on acquisition of scientific knowledge and skills by the students, a mixed methodology was applied using pre and post-tests, analysis of the data inserted by students in the platform, and content analysis of the students’ work for the museum exhibition. The results of pre and post-tests revealed a significant increase in knowledge of the effects of climate change on the rocky shore species distribution, as well as of the importance of monitoring these species distribution. The data from the online biodiversity platform showed that 42% of the species identifications made by the students were correct. The ability of the students to communicate their learning to the wider community was evaluated by the scientific content, structure, presentation and creativity and of posters, models, videos and games produced. Most of students focused their communications and creations on the greenhouse effect, cause & effect of climate change in the ocean and biodiversity. This study reinforces the importance of addressing Ocean Literacy and climate change through formal and non-formal educational activities with an investigative nature.


2021 ◽  
Vol 40 (2) ◽  
pp. 249-282
Author(s):  
Jane Millar

This article examines the past and potential contributions of Pliny the Elder’s Natural History (NH) on the subject of Roman perceptions and experiences of environmental change. It asks in particular how classicists, archaeologists, and environmental historians can responsibly use the NH as a source on ancient climate. First, it briefly reviews relevant topics in the paleoclimatology of the Roman world, a rapidly advancing discipline enabling the identification of ancient climate changes with increasing precision and confidence (I). The article then turns to the reliability of Pliny as an authority on ancient climate by examining his accuracy, objectivity, and use of source material in literary and historical context, including his rhetorical goals, which have gone understudied until quite recently (II). A close reading of passages on environmental and climate change follows, highlighting areas in which Pliny’s observations are at odds with his source material. The examples discussed demonstrate the importance of phenology (III) and meteorology (IV) in Pliny’s encyclopedic account of the natural world, one characterized by anthropocentrism, pragmatism, and an emphasis on local knowledge. The evidence for ancient climate change is plentiful but not conclusive on the details and timing, and further studies will continue to refine local records. Rather than presenting a synthetic reconstruction based on Pliny’s observations, I argue that his encyclopedia offers an untapped resource on ancient climate and weather, not only by providing evidence of climate change, but also by recommending increased attention to seasonality, agricultural communities, and the lived experience of agricultural labor in order to better understand the effects of climate change on ancient populations.


2013 ◽  
Vol 71 (2) ◽  
pp. 113-115 ◽  
Author(s):  
Marc Hanewinkel ◽  
Jean-Luc Peyron

2018 ◽  
Vol 13 (2) ◽  
pp. 281-307
Author(s):  
Sophie Elixhauser ◽  
Stefan Böschen ◽  
Katrin Vogel

Ethnographers studying the local dimensions of climate change find themselves confronted with a methodological problem: climate change is both an abstract concept and a locally present phenomenon, yet it does not emerge from lived experience. We tackle this problem by means of a research framework that combines discussions on place and Tim Ingold’s (2011) idea of a meshwork. This article is based on research on climate change perceptions in two Alpine communities, located in Bavaria (Germany) and South Tyrol (Italy), respectively. We show how a focus on climate knots and their meshworks allows the grasping, describing, and visualizing of the different dimensions of climate change in these two local settings. This framework, as we further show, helps to reveal social and cultural patterns and underlying structures.


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