Recent years have seen a proliferation of equity indices and environmental justice screening tools to support more just environmental planning processes that attempt to quantify the concept of equity. While the equity index framework has proven important to advance the conversation around environmental equity and connect need to investments, we are concerned that these tools do not adequately address the intersectional nature of environmental justice concerns, effectively incorporate local knowledge on the lived experience of residents, or provide an actionable set of next steps to be taken. We see opportunities to rethink and expand on the equity index model to address issues of climate justice and preparedness through the development of Planning for Resilience and Equity through Accessible Community Technology (PREACT), a multipurpose and multi-scalar climate preparedness and neighborhood planning software application informed by both community need and community assets. This perspective article will discuss the theoretical and practical importance of adding these perspectives into screening tools and will describe our research in Philadelphia, PA aimed at understanding these challenges and developing a more inclusive and community-responsive methodology for effective tool development.
more »
« less
Environmental justice from the ground(water) up: coping with contamination in Tallevast, Florida
How do communities living with chronic environmental contamination cope with the social, political, and economic impacts of the contamination? This research employs a community-engaged oral history approach with participant observation and archival research to address this question. We focus on the case of Tallevast, Florida, where the local groundwater has been contaminated with chlorinated solvents for over 60 years and where cleanup is estimated to take another 100 years. In addition to concerns about health and wellness, we find that residents are also concerned about household displacement and the disruption of social networks, failed governance at the local and state levels, and financial stress from rising healthcare costs and declining property values. Coping strategies used by the community to address these issues include reliance on churches as community hubs, environmental justice organising to contest authority and advocate for local knowledge and equity in decision making, and civil legal action to seek financial relief. These strategies support efforts toward restorative justice that seeks to repair relationships and trust between stakeholders needed for community redevelopment and revitalisation by promoting equity in being able to contribute meaningfully to decisions that affect resident’s health and the environment.
more »
« less
- Award ID(s):
- 1950458
- PAR ID:
- 10564585
- Publisher / Repository:
- Routledge Taylor and Francis Group
- Date Published:
- Journal Name:
- Local Environment
- Volume:
- 29
- Issue:
- 6
- ISSN:
- 1354-9839
- Page Range / eLocation ID:
- 722 to 735
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Synopsis Public health researchers have long been aware of the importance of defining the human community associated with research on environmental health initiatives. However, the field community’s human components where applied ecology research is conducted, e.g. diverse participants and perspectives, are often overlooked in environmental problem solving. We outline a framework for elevating the human dimension in defining the field community in applied ecology research and for teaching diverse undergraduate students the skills needed to address Anthropocene environmental concerns. We promote broadening participation and incorporating cultural and racial perspectives in ecology research planning, implementation, and teaching. We use the environmental research problem of concern to identify the diverse human community groups potentially connected to the problem and guide the strategies for incorporating their perspectives in the proposed research project. Which human community, whether local, ethnic, or visiting public community, affects the resource management strategy, i.e. people protect what they love, can change the outcomes of applied ecological research, as well as promote development of a diverse environmental workforce. Broadening participation and perspectives means that the people asking the research questions are also part of the social ecological community processes who choose which questions to pursue to manage the natural resources of the community. Here, we promote research and teaching practices that consider the long-standing multicultural connections to nature to allow all students to pursue their love of nature and its beauty in a safe, comfortable, and mentoring setting. We integrate current human diversity, equity, and inclusion-focused pedagogical knowledge into the Ecological Society of America-endorsed 4DEE multidimensional curricular framework. We provide a faculty action guide to engage and train diverse students in ecological practices that meet the needs of today’s environmental problem-solving workforce.more » « less
-
Abstract Synthesis research in ecology and environmental science improves understanding, advances theory, identifies research priorities, and supports management strategies by linking data, ideas, and tools. Accelerating environmental challenges increases the need to focus synthesis science on the most pressing questions. To leverage input from the broader research community, we convened a virtual workshop with participants from many countries and disciplines to examine how and where synthesis can address key questions and themes in ecology and environmental science in the coming decade. Seven priority research topics emerged: (1) diversity, equity, inclusion, and justice (DEIJ), (2) human and natural systems, (3) actionable and use‐inspired science, (4) scale, (5) generality, (6) complexity and resilience, and (7) predictability. Additionally, two issues regarding the general practice of synthesis emerged: the need for increased participant diversity and inclusive research practices; and increased and improved data flow, access, and skill‐building. These topics and practices provide a strategic vision for future synthesis in ecology and environmental science.more » « less
-
Background: Structural racism is a root cause of health inequality . R esponding to structural racism requires interventions to address systemic inequalit ies that structure poor health , particularly for people with intersecting Black , Latinx , and LGBTQ+ identities . However, l ittl e is known about successful strategies to combat structural racism . Using in - depth , qualitative, community - based participatory research methods, we describe two community interventions in Central Florida that responded to structural racism during the Summ er of 2020. Methods: Findings draw from ongoing qualitative , community - based research that began in 2016 . Data collected include in - depth interviews with leaders and members of community - based organization s that advance intersectional racial and gender justice (n= 54); state legislators (n=2); and clinical service providers (n=4). During the summer of 2020 , community organization leaders created two efforts to combat systemic racism : the “LGBTQ+ Relief Fund” and the “All Black Lives Fund.” The LGBTQ+ Reli ef Fund responded to economic inequality structuring high rates of COVID - 19 among Black and Latinx LGBTQ+ identifying people, and the All Black Lives Fund responded to political and economic disparities in funding Black - led LGBTQ+ organizations. Results: C ommunity interventions resulted in over 800 LGBTQ+ individuals receiving financial assistance during the COVID - 19 pandemic, including LGBTQ+ people who were excluded from statewide interventions such as undocumented immigrants . The All Black Lives Fund d istributed $100,000 to three Black - led LGBTQ+ social movement organizations. Discussion : The se efforts provide examples of community - based approaches to respond to systemic racism as a root cause of poor health. Findings also demonstrate the importance of intersectionality and in - depth qualitative research in public healthmore » « less
-
Abstract We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures.The Educational Forum, 2021; 85, pp. 364–376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi‐case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6‐day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice‐centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work.more » « less
An official website of the United States government

