Panel 2: NORTHRIDGE AREA TEAM
Pedagogies of Empowerment: Teaching Climate Change without Hopeless Despair
When we teach students about climate change and other environmental problems, how can we convey the enormity and urgency of the situation without leaving students in a state of hopeless despair? In this presentation I discuss some strategies I have employed to achieve that goal.
We need to change our diets to save our climate, our health, and our communities
Our food system, including on our college and university campuses, is dominated by private corporate profit with huge externalized costs – it contributes 25% or more of anthropogenic greenhouse gas emissions driving climate change, and fuelsan epidemic of noncommunicable diseases like diabetes, heart disease and cancers,with low income communities and POC bearing a disproportionate level of the costs. Diet change is required to successfully tackle the climate-health-justice problem, but is challenged by the political power of the food industry, the institutions it has co-opted, and behavioral inertia. Policies to promote diet change include top down regulation and price adjustments, and activation of values like autonomy and fairness.
Call to Action: Building a Movement for Climate Justice and Sustainable Economies
Rosa RiVera Furumoto
1. Preservation and revitalization of the language, culture, values, and traditions of Chicana/o/Latina/o and Native American community members;
2. Involvement and engagement of multiple generations in the teaching and learning processes including children, parents, grandparents, and other kin and community members;
3. Critical pedagogical practices to promote critical thinking, reflection and action regarding climate change, sustainability, and other social justice issues and;
4. Promoting connection, love, and respect for nature and the environment via outdoors exploration and the establishment of urban gardens and forests.
Digital Environmental Humanities in Chicana/o Communities
In this talk, I talk about my experience with teaching and research pertaining to the involvement of Chicana/o communities in the great outdoors. I provide some techniques and student driven teaching to engage students using the digital humanities in environmental justice research. I argue that there are significant implications for democratizing the dialogue about climate resilience that takes into consideration Chicana/o engagement with the great outdoors and the types of knowledge that immigrant communities provide that will save our planet from ecological catastrophe.
Valerie Wong and Allison Mattheis
This talk brings together a scholar from the humanities, a social scientist, and a natural scientist to explore our understandings of research approaches and ontological assumptions about data and objectivity. We first present the beliefs that underlie particular modes of inquiry and communication in our distinct fields, and then engage in a collective presentation of how these points of view can expand, rather than create conflict, in discussions of climate change. By uncovering points of difference we also explore areas of convergence in order to advocate for sustainable future practices in our communities.
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