The building of knowledge, language, and decision-making about climate change science: a cross-national program for secondary students

2016 ◽  
Vol 38 (6) ◽  
pp. 885-904 ◽  
Author(s):  
Diana Arya ◽  
Andrew Maul
Author(s):  
Lesley K. Smith ◽  
Juliette N. Rooney-Varga ◽  
Anne U. Gold ◽  
David J. Oonk ◽  
Deb Morrison

One of today's equity challenges is the need to increase media literacy among all students, especially traditionally marginalized students. Media literacy is defined by the way that particular student groups are limited in their engagement with digital resources that promote critical thinking and problem solving. This chapter provides implementation models for seven different types of media projects focused on climate change science that have been successfully piloted with 78 secondary students primarily from impoverished backgrounds. Results show that students' experiences while participating in these projects were transformational. Both the digital and STEM divides were bridged by including science-focus media projects.


2019 ◽  
Vol 41 (3) ◽  
pp. 34-37
Author(s):  
Julie Maldonado ◽  
Heather Lazrus

Abstract Until recently, the voices and wisdom of Indigenous peoples have been largely excluded from climate change science, decision making, and governance. Encouragingly, a shift has emerged in the last few decades. Today, a number of scientists realize the critical importance and value of Indigenous peoples' wisdom, observations, insights, and knowledge. This shift in awareness is visible in initiatives from climate assessments to university- and agency-based projects. Yet, there are few venues devoted to facilitating this work and to creating an intercultural collaborative process based on courage, respect, justice, equality, and reciprocity that addresses our changing climate. Provisioning that missing space is precisely what the Rising Voices: Climate Resilience through Indigenous and Earth Sciences program sets out to do. This is a story about the development of an intercultural network and how the two co-authors—a public and an environmental anthropologist—came to bear witness, to know, and were called to act.


2017 ◽  
pp. 613-633
Author(s):  
Lesley K. Smith ◽  
Juliette N. Rooney-Varga ◽  
Anne U. Gold ◽  
David J. Oonk ◽  
Deb Morrison

One of today's equity challenges is the need to increase media literacy among all students, especially traditionally marginalized students. Media literacy is defined by the way that particular student groups are limited in their engagement with digital resources that promote critical thinking and problem solving. This chapter provides implementation models for seven different types of media projects focused on climate change science that have been successfully piloted with 78 secondary students primarily from impoverished backgrounds. Results show that students' experiences while participating in these projects were transformational. Both the digital and STEM divides were bridged by including science-focus media projects.


This is the first book to treat the major examples of megadrought and societal collapse, from the late Pleistocene end of hunter–gatherer culture and origins of cultivation to the 15th century AD fall of the Khmer Empire capital at Angkor, and ranging from the Near East to South America. Previous enquiries have stressed the possible multiple and internal causes of collapse, such overpopulation, overexploitation of resources, warfare, and poor leadership and decision-making. In contrast, Megadrought and Collapse presents case studies of nine major episodes of societal collapse in which megadrought was the major and independent cause of societal collapse. In each case the most recent paleoclimatic evidence for megadroughts, multiple decades to multiple centuries in duration, is presented alongside the archaeological records for synchronous societal collapse. The megadrought data are derived from paleoclimate proxy sources (lake, marine, and glacial cores; speleothems, or cave stalagmites; and tree-rings) and are explained by researchers directly engaged in their analysis. Researchers directly responsible for them discuss the relevant current archaeological records. Two arguments are developed through these case studies. The first is that societal collapse in different time periods and regions and at levels of social complexity ranging from simple foragers to complex empires would not have occurred without megadrought. The second is that similar responses to megadrought extend across these historical episodes: societal collapse in the face of insurmountable climate change, abandonment of settlements and regions, and habitat tracking to sustainable agricultural landscapes. As we confront megadrought today, and in the likely future, Megadrought and Collapse brings together the latest contributions to our understanding of past societal responses to the crisis on an equally global and diverse scale.


Sign in / Sign up

Export Citation Format

Share Document