Climate justice pedagogies in green building curriculum

Solis, Miriam; Davies, Will; Randall, Abby

doi:10.1080/03626784.2022.2041981

Cited by 4 publications

(2 citation statements)

References 36 publications

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“…At the University of Texas, Austin, a CER project by Miriam Solis in collaboration with EcoRise, an environmental education organization, aims to spur educational and career pathways in the green building field with and for youth of color (Solis, Davies, and Randall 2022). The project employs critical race theory and the concept of community cultural wealth (Yosso 2005) to engage youth participants' understanding of and connection to place.…”

Section: Education and Tr Ainingmentioning

confidence: 99%

Ground Truths: Community-Engaged Research for Environmental Justice

2024

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Ground Truths shows how community-engaged research contributes to environmental justice for Black, Indigenous, people of color, and low-income communities by centering local knowledge, building truth from the ground up, producing data that can influence decisions, and transforming researchers’ relationships to communities for equity and mutual benefit. The book outlines the main steps in conducting community-engaged research, evaluates the major research methods used, and addresses institutional barriers to this kind of scholarship in academia. A critical synthesis of research in many fields, Ground Truths provides an original framework for aligning community-engaged research and environmental justice, and applies the framework in chapters on public health, urban planning, conservation, law and policy, community economic development, and food justice and sovereignty.

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Section: Education and Tr Ainingmentioning

confidence: 99%

Ground Truths: Community-Engaged Research for Environmental Justice

2024

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“…ej., Martin et al 2020 211 ) y programas educativos para jóvenes de tribus 3 . Los educadores pueden poner en práctica estrategias de éxito para enseñar las complejidades del cambio climático al involucrar activamente a los aprendices 212 e impregnar las lecciones con conocimientos basados en el lugar 213 .…”

Section: Mensaje Clave 265 Cómo Servimos: El Cambio Climático Pone a ...unclassified

Cap. 26: Grandes Llanuras del Sur. En: La Quinta Evaluación del Clima

2023

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Young Latinas/os’ Environmental Commitments: The Case of Waste

Solis,

Morales,

Cohen

et al. 2024

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This participatory research project aimed to identify young people’s perceptions of the natural and built environment in their neighborhoods, including how social inequities shape those environments, and how their community and governments can improve them. The study took place with 25 young Latinas/os, ages 14 to 18, many of whom lived in a formerly unincorporated neighborhood (known as <em>colonia</em>) in Pharr, Texas, located in the state’s Rio Grande Valley region. Through a walkalong, photovoice, and focus groups, participants identified waste management as a resounding priority. Their reflections highlighted their motivations behind and actions toward addressing this problem. This study makes two empirical contributions to scholarly and applied discussions on young people’s outdoor experiences. First, young people’s prioritization of waste highlights the role that trash—often in the form of scattered objects, small and large—has in shaping young people’s outdoor experiences. Second, young people are committed to improving waste conditions through individual and group actions, and they identified needed structural changes. Pharr youths’ environmental commitments call for investment in waste management and set the stage for more generative ways of experiencing the natural environment.

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Climate justice pedagogies in green building curriculum

Cited by 4 publications

References 36 publications

Ground Truths: Community-Engaged Research for Environmental Justice

Ground Truths: Community-Engaged Research for Environmental Justice

Cap. 26: Grandes Llanuras del Sur. En: La Quinta Evaluación del Clima

Young Latinas/os’ Environmental Commitments: The Case of Waste

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