Young people at a crossroads: Negotiations of environmental knowledges, practices and subjectivities in immigrant homes at a time of climate crisis
Lead Research Organisation:
University of Manchester
Department Name: Social Sciences
Abstract
As youth climate activism grows around the world, this project will generate unique understandings into how families composed of first and second generation immigrants from the Global South (GS) are responding to lived experiences of climate crisis in two ethnically diverse cities: Manchester and Melbourne.
As well as growing up at a historic crossroads in terms of political and societal responses to the climate crisis, second generation immigrants are at an additional crossroads in their family life, between sets of political and cultural values, economic possibilities and environmental characteristics that have roots in (at least) two countries. This pioneering project will be the first of its kind to conduct research with this often overlooked group of young people, generating insights from two cities, with young people from a range of ethnic backgrounds. The question at the heart of the project is how second generation immigrants - part of the most 'climate change-aware' generation alive today - discuss and negotiate responses to the climate crisis with parents who may have first-hand experience of living with resource and climate uncertainty, yet whose knowledge is often not valued in Global North (GN) contexts.
This area of research is both timely and important because at a time when deep-rooted adaptations are urgently needed in societies already feeling the effects of climate change, GS immigrants hold valuable knowledges that are often not known to or fully appreciated by the public and by policy makers in the GN contexts where they are living. Existing research with adult immigrants in the GN has found that immigrants show a higher disposition towards 'sustainable' practices such as reducing household waste, using water sparingly, and walking or cycling over driving. As cities seek to meet ambitious sustainability agendas and as city residents increasingly feel the effects of climate change, the knowledge and experience of GS immigrants can offer insights into how to respond to drought, extreme weather and other effects of climate change. The role of young people in carrying environmental education messages from schools to homes is well researched and documented (including by the PI). However, an important but largely unexplored area is how second generation immigrants respond to and make parents' knowledge of living with climate uncertainty known in schools, where such knowledge can enrich and diversify existing climate change education.
The project will employ an action research methodology that will support young people's participation by training them to carry out research in their homes and work with parents, peers, teachers and researchers. The action research will result in a toolkit documenting resources for diversifying education on climate change (among other outputs). This has the potential to benefit students, teachers, policy-makers and environmental NGOS, and in particular second generation immigrants and their families as the valuable knowledge they hold is recognised, debated and applied in Manchester, Melbourne and beyond.
Concurrently, the project will make important academic contributions to the fields of environmental politics, political geography and critical environmental education through publications in leading social scientific journals, the PI's first monograph and presentations at international conferences. These academic outputs will position the PI as a leading researcher who is uniquely positioned at the intersection of these fields. The research will furthermore strengthen international networks that the PI and mentors have begun to build through their existing research into environment, sustainability and migration. At a time when knowledge on how to respond to the 'wicked challenge' of climate change in diverse societies is more needed than ever, the research has significant potential to lead to further international collaborations to advance this important and unique area.
As well as growing up at a historic crossroads in terms of political and societal responses to the climate crisis, second generation immigrants are at an additional crossroads in their family life, between sets of political and cultural values, economic possibilities and environmental characteristics that have roots in (at least) two countries. This pioneering project will be the first of its kind to conduct research with this often overlooked group of young people, generating insights from two cities, with young people from a range of ethnic backgrounds. The question at the heart of the project is how second generation immigrants - part of the most 'climate change-aware' generation alive today - discuss and negotiate responses to the climate crisis with parents who may have first-hand experience of living with resource and climate uncertainty, yet whose knowledge is often not valued in Global North (GN) contexts.
This area of research is both timely and important because at a time when deep-rooted adaptations are urgently needed in societies already feeling the effects of climate change, GS immigrants hold valuable knowledges that are often not known to or fully appreciated by the public and by policy makers in the GN contexts where they are living. Existing research with adult immigrants in the GN has found that immigrants show a higher disposition towards 'sustainable' practices such as reducing household waste, using water sparingly, and walking or cycling over driving. As cities seek to meet ambitious sustainability agendas and as city residents increasingly feel the effects of climate change, the knowledge and experience of GS immigrants can offer insights into how to respond to drought, extreme weather and other effects of climate change. The role of young people in carrying environmental education messages from schools to homes is well researched and documented (including by the PI). However, an important but largely unexplored area is how second generation immigrants respond to and make parents' knowledge of living with climate uncertainty known in schools, where such knowledge can enrich and diversify existing climate change education.
The project will employ an action research methodology that will support young people's participation by training them to carry out research in their homes and work with parents, peers, teachers and researchers. The action research will result in a toolkit documenting resources for diversifying education on climate change (among other outputs). This has the potential to benefit students, teachers, policy-makers and environmental NGOS, and in particular second generation immigrants and their families as the valuable knowledge they hold is recognised, debated and applied in Manchester, Melbourne and beyond.
Concurrently, the project will make important academic contributions to the fields of environmental politics, political geography and critical environmental education through publications in leading social scientific journals, the PI's first monograph and presentations at international conferences. These academic outputs will position the PI as a leading researcher who is uniquely positioned at the intersection of these fields. The research will furthermore strengthen international networks that the PI and mentors have begun to build through their existing research into environment, sustainability and migration. At a time when knowledge on how to respond to the 'wicked challenge' of climate change in diverse societies is more needed than ever, the research has significant potential to lead to further international collaborations to advance this important and unique area.
Planned Impact
This project responds to societal concerns about climate change which have been galvanised by youth-led climate activism. Among the impacts of youth-led climate activism is a demand among policy-makers, teachers and students for more educational resources on climate change (Pells, 2019). Concurrently, in the urban Global North (GN), there have been calls for the 'decolonisation' of climate change (Ibrahim, 2019) in recognition that education and policies concerned with climate change often do not represent the ethnic and cultural heritage of diverse city populations. At a time when governments are considering mandatory climate change education (with Italy the first country to legislate on this, see Orlandi 2019), this research will explore ways of diversifying climate change education through action research with children of immigrants, parents and teachers in Manchester and Melbourne.
The research has potential to benefit the following groups, beginning in - but not limited to - the two city and national contexts where data collection will take place:
1. Young people and their families: Adapting to climate change is increasingly recognised as a key skill for young people (Bradbury et al., 2019). International migration means that first-hand knowledge of immigrants of living with resource and climate uncertainty in Global South (GS) contexts has been 'exported' to GN contexts (Head et al., 2018). Greater opportunities for children of immigrants and their parents to contribute to climate change education in schools would mean that all young people would benefit from this practical knowledge, whilst immigrant families would benefit from being recognised as important contributors to inclusive climate change responses.
The research will train 30 young people as co-researchers to interview their parents and reflect on how parents' knowledge can be incorporated into classroom education and responsive action. Young people and parents will have opportunities to share their responses at inter-schools conferences.
2. Teachers: As national governments (including the UK) declare a state of 'climate emergency', teaching on climate change is likely to become more central to curricula. Teachers need better resources on teaching climate change in ways that reflect the diverse ethnic and cultural heritages of the students they teach.
The research will work with teachers, environmental education consultants and the UK Royal Geographical Society to develop a toolkit on diversifying climate change education. The project will also produce blogs for Sustainability and Environmental Education and Sustainability in Schools, websites used by teachers in the UK and Australia.
3. Environmental non-governmental organisations: Environmental organisations have an important role in campaigning on societal concerns about climate change, particularly concerns raised by youth. Such organisations can benefit from up-to-date knowledge on ethnically-diverse young people's environmental concerns.
This research will establish contact early on with environmental NGOs, including the Manchester Environmental Education Network, the Australian Youth Climate Board, Friends of the Earth and Young Friends of the Earth Europe. These stakeholders will be kept informed of project progress and invited to advise on key project findings.
4. Policy-makers: In many cities, local politicians and policy-makers are joining youth campaigners to call for greater action on climate change as it is they who are tasked with delivering meaningful climate change adaptation responses at the local scale.
The research will reach out to education and environment policy-makers in the two cities, keeping them informed of project outcomes, inviting them to inter-schools conferences and drawing them into dialogue with young people, teachers and other stakeholders. Activities with local policy-makers may provide an additional platform to work with national policy-makers.
The research has potential to benefit the following groups, beginning in - but not limited to - the two city and national contexts where data collection will take place:
1. Young people and their families: Adapting to climate change is increasingly recognised as a key skill for young people (Bradbury et al., 2019). International migration means that first-hand knowledge of immigrants of living with resource and climate uncertainty in Global South (GS) contexts has been 'exported' to GN contexts (Head et al., 2018). Greater opportunities for children of immigrants and their parents to contribute to climate change education in schools would mean that all young people would benefit from this practical knowledge, whilst immigrant families would benefit from being recognised as important contributors to inclusive climate change responses.
The research will train 30 young people as co-researchers to interview their parents and reflect on how parents' knowledge can be incorporated into classroom education and responsive action. Young people and parents will have opportunities to share their responses at inter-schools conferences.
2. Teachers: As national governments (including the UK) declare a state of 'climate emergency', teaching on climate change is likely to become more central to curricula. Teachers need better resources on teaching climate change in ways that reflect the diverse ethnic and cultural heritages of the students they teach.
The research will work with teachers, environmental education consultants and the UK Royal Geographical Society to develop a toolkit on diversifying climate change education. The project will also produce blogs for Sustainability and Environmental Education and Sustainability in Schools, websites used by teachers in the UK and Australia.
3. Environmental non-governmental organisations: Environmental organisations have an important role in campaigning on societal concerns about climate change, particularly concerns raised by youth. Such organisations can benefit from up-to-date knowledge on ethnically-diverse young people's environmental concerns.
This research will establish contact early on with environmental NGOs, including the Manchester Environmental Education Network, the Australian Youth Climate Board, Friends of the Earth and Young Friends of the Earth Europe. These stakeholders will be kept informed of project progress and invited to advise on key project findings.
4. Policy-makers: In many cities, local politicians and policy-makers are joining youth campaigners to call for greater action on climate change as it is they who are tasked with delivering meaningful climate change adaptation responses at the local scale.
The research will reach out to education and environment policy-makers in the two cities, keeping them informed of project outcomes, inviting them to inter-schools conferences and drawing them into dialogue with young people, teachers and other stakeholders. Activities with local policy-makers may provide an additional platform to work with national policy-makers.
Publications
Hayes T
(2022)
In it together! Cultivating space for intergenerational dialogue, empathy and hope in a climate of uncertainty
in Children's Geographies
Hayes T
(2022)
In it together! Cultivating space for intergenerational dialogue, empathy and hope in a climate of uncertainty
in Children's Geographies
| Title | Young People at a Crossroads project video |
| Description | This video presents three stories from Young People at a Crossroads, an international research project about climate change, education and migration. The video was produced by Kit Marie Rackley (Geogramblings.com) using animated illustrations by Maisy Summer (maisysummer.com) that were commissioned for the Young People at a Crossroads project. The animated illustrations in this video are covered by a non-commercial copyright licence agreed between University of Manchester and Maisy Summer. Narrators of the video are Kit Marie Rackley, YPAC participants, and Topo Mokokwane. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | The video has only been uploaded very recently to the Young People at a Crossroads project webpages and University of Manchester Sustainable Consumption Institute YouTube channel, so it is too early to track impact, but it has been well received when the project team has shown the video at conferences and events. The video is part of the creative resources making up the shortlisted application to the University of Manchester Making a Difference awards for international impact. |
| URL | https://www.youtube.com/watch?v=MNL3dq5B6bE |
| Title | Young People at a Crossroads: Stories of climate education, action and adaptation from around the world |
| Description | 83-page book with 14 original illustrations by illustrator and animator Maisy Summer, 11 reflections by young researchers on the Young People at a Crossroads project, project thematic summaries and a teacher and student guide. |
| Type Of Art | Artwork |
| Year Produced | 2022 |
| Impact | The book has already been downloaded over 350 times since being uploaded in October 2022, and all 100 of the printed copies of the books have been distributed to research participants, schools, youth organisations, students and other academics in Australia and the UK. 50 further copies of the book have been printed. The book, along with other creative resources from the YPAC project, has been shortlisted for a University of Manchester Making a Difference award for international impact. |
| URL | https://www.sci.manchester.ac.uk/research/projects/young-people-at-a-crossroads/project-resources/ |
| Description | 1. Climate change education as priority: Young people see teaching on climate change as a priority for preparing for uncertain futures. They want to see it taught, discussed and acted on in all areas of their education, and in politics. 2. Action-oriented teaching and learning: Young people expressed a desire for creative, cross-curricular, solutions-focused and enquiry-led ways of teaching and learning about climate change that will help them not only to be well-informed but also to take action. 3. Taking wellbeing seriously: Young people expressed a range of emotions as they talked about learning about climate change, most commonly fear, despair, anger and - despite everything - hope. For most young people, taking action, whether big or small, individual or collective, was a way of combating despair. 4. Recognising contextual differences and inequalities: Young people said the information they receive about climate change can often seem too general and doesn't take into account differences and inequalities between communities around the world, including in the countries they had migrated from. 5. A desire to hear and tell on-the-ground stories: Young people felt that global case studies and on-the-ground stories of environmental adaptation can bring climate change to life and offer alternative perspectives to counter taken-for-granted ways of thinking about climate change. Young people's insights into the contexts their families have migrated from show potential for teachers to create space to balance curricular case studies with the personal knowledge and experience of those in the classroom. 6. Intergenerational sharing of knowledge and practices: Young people talked about learning from and continuing the practices that they or their parents had carried from one country to another in migration when describing how they and their families lived in more sustainable ways. 7. Reducing guilt and assigning responsibility appropriately: In response to some young people's feelings of guilt and confusion about the causes and effects of climate change, teaching on climate change must be carefully explained to avoid the traps of associating too much responsibility or too little responsibility to human action in a changing climate. 8. Leaders need to step up: Young researchers shared a sense that they as a generation are the best informed about climate change but they know they need the support of older generations and particularly governments to act on climate change. 9. Climate justice education, not climate change education: Young people's participation in the research shows great potential for making education on climate change more focused on climate justice as an active project that everyone needs to have a role in and that young people can be part of in their different contexts and communities. 10. Supporting young people amidst their competing priorities: Young people's responses across the project speak to the need for compassion, as well as action. Whilst young people are highly concerned about climate change and want to be part of the collective response, they have other pressures in their lives and are at multiple 'crossroads'. |
| Exploitation Route | One of the key findings of this research was that at a time of heightened social inequality and uncertainty, a focus on climate justice (as a dynamic, inclusive, ongoing project) rather than climate change (as something already in train and taught as somewhat inevitable) was a more productive and empowering way of engaging young people and other generations on this overarching societal issue. Future research could continue to investigate how young people from diverse backgrounds are learning about climate change, responding to the idea of climate justice, and how they are influencing teachers and parents. Intergenerational and cross-cultural influence could also be explored from the perspective of older family members and teachers. Those working in university-level initial teacher education could also build on the findings of this research by exploring how initial teacher educators understand and feel equipped (or not) to teach climate justice, and this could also be explored with policy makers and non-governmental educational organisations. |
| Sectors | Communities and Social Services/Policy,Creative Economy,Education,Environment,Culture, Heritage, Museums and Collections |
| URL | https://www.sci.manchester.ac.uk/research/projects/young-people-at-a-crossroads/project-resources/ |
| Description | The project findings have been shared in engaging ways through a series of creative resources intended both for the general public and for educators, as detailed in greater depth in the 'Influence on Policy, Practice, Patients and the Public' section. These resources have been received very positively by teachers, with early indications of their potential impact on the teaching of climate change shown in the number of downloads of the electronic versions of the resources, positive feedback on their content, and requests for further printed copies from teachers. It is hoped that the impact of these resources will continue to grow as teachers use and share them, and further dissemination activities are planned to reach more teachers and community educators with the educational resources. As well as presenting material and guidance for teaching on the major societal challenge of climate change in hopeful and inclusive ways, the book and other outputs from the project could contribute to raising the status of immigrant communities in relatively more affluent and politically powerful countries, by showing how their diverse knowledges and experiences offer many lessons for climate change adaptation, and more sustainable ways of living, in the countries and communities that immigrants migrate to. This is a growing area of research interest in academic fields such as environmental politics, sociology and human geography, and further research is underway internationally (including a research study that the PI for this project is a Co-Investigator on) to explore how societies can better recognise and support the roles of immigrants in contributing to climate change and sustainability responses. Although such cultural shifts in thinking are difficult to measure, at a micro-scale, the impact for young researchers on this project of learning about parents' countries of origin and relating this to their climate change knowledge and education experiences is evident from the contributions by young researchers for the creative project book. Teachers have informed the PI that some young researchers who took part in the project are taking leadership roles within their school communities, for example, one young person has become a Social Justice champion in their school, and another is leading their student environment team. |
| First Year Of Impact | 2021 |
| Sector | Education,Culture, Heritage, Museums and Collections |
| Impact Types | Societal |
| Description | Guidance for a creative, cross-disciplinary, whole-school approach to teaching about climate change |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | This book has been widely shared, both through the existing network of schools that have supported the YPAC project in Manchester and Melbourne, and through organisations that support teachers, such as the Geography Association (UK), Ministry of Eco-Education (UK), Geogramblings (UK), and Environment Education Victoria (Australia). The PI and educational consultants presented the resources at various events, including (in late 2022 and early 2023) a Climate Arts and Activism symposium at University of Melbourne, the Australian Association for Research in Education annual conference, the University of Manchester's 'PGCE Green' annual event for trainee teachers, and the Manchester Environmental Education Network's AGM. More events are planned to promote the book and creative resources further, including a workshop for teachers and researchers at the Geography Association annual conference in April 2023. Having been uploaded in October and November 2022, by February 2023 the creative book had been downloaded over 350 times, and the educators' guide over 150 times. Feedback on the book has been very positive, but at this early stage of dissemination, we do not yet have any case studies of how people have used the book in their teaching. The book and other creative resources have been shortlisted for a University of Manchester 'Making a Difference' award. |
| URL | https://www.sci.manchester.ac.uk/research/projects/young-people-at-a-crossroads/project-resources/ |
| Description | Interview skills training for young researchers |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | The young people who have taken part in the training have received a certificate and young people have informed the PI that they referenced this training in their University applications. The four interview training facilitators, who recently graduated from the Citizen Social Science course at Coventry University, have expanded their skills from conducting qualitative social science to training others in conducting qualitative social science. |
| Description | Sustainable Consumption Institute (University of Manchester) internal small grant for designing creative project book |
| Amount | £1,936 (GBP) |
| Organisation | University of Manchester |
| Department | Sustainable Consumption Institute (SCI) |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 01/2022 |
| End | 07/2022 |
| Description | Sustainable Consumption Institute (University of Manchester) internal small grant for printing creative books and creating project video |
| Amount | £1,517 (GBP) |
| Organisation | University of Manchester |
| Department | Sustainable Consumption Institute (SCI) |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 10/2022 |
| End | 02/2023 |
| Title | Intergenerational interview training |
| Description | Slides with voiceover providing an introduction to interview training, produced by the project PI and colleagues. Many of the young researchers who took part in the Young People at a Crossroads research interviewed one or more parent or grandparent and wrote about these interviews for the YPAC creative book. Before they did this, the young researchers took part in two hours of interview training. We have condensed this into a training video that can be can be completed comfortably in one hour. The training includes a number of responsive activities, and therefore will work best when used in a workshop format in groups of people. However, it could be used by an individual who is interested in learning more about interviews. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2023 |
| Provided To Others? | Yes |
| Impact | Eighteen young participants on the Young People at a Crossroads research project undertook interview training using this bespoke resource and went on to excel in their interviews with family members, as documented in the creative book they contributed to. One of these young researchers assisted with delivering a condensed version of this training to other young people at the Young People at a Crossroads closing project event in Manchester in January 2023. |
| URL | https://video.manchester.ac.uk/faculties/dcfc56d26eb49a4a9b05f8883bae189f/ec628ae5-1cb3-4f68-aa70-b6... |
| Description | Coventry University - partnership to recruit interview training facilitators |
| Organisation | Coventry University |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | The Young People at a Crossroads (YPAC) project provided 4 hours of casual employment to one staff member and two students at Coventry University as Interview Training Facilitators on the YPAC project between September and December 2021, and 4 hours of work to two students in April 2022. Those employed as Interview Training Facilitators were graduates of the Citizen Social Science (CSS) course run by Coventry University's Centre for Trust, Peace and Social Relations, and they were recommended by one of the CSS course coordinators. As well as paying the facilitators' time assisting with the Interview Training, the YPAC budget was used to pay for Enhanced DBS checks of the Facilitators. The Facilitators are profiled on the YPAC website and the PI has already provided a reference for one of them. |
| Collaborator Contribution | Dr Daniel Range, one of the CSS course coordinators recommended the three graduates of the course to the PI as those with the necessary skills to be Interview Training Facilitators, and provided the PI with character recommendations for all three graduates. |
| Impact | Training of young researchers (detailed under Policy/research impact) |
| Start Year | 2021 |
| Description | University of Melbourne - collaborating institution |
| Organisation | University of Melbourne |
| Country | Australia |
| Sector | Academic/University |
| PI Contribution | The Young People at a Crossroads (YPAC) research project has created a partnership between the Sustainable Consumption Institute, University of Manchester where the PI is based and the School of Geography, Earth and Atmospheric Sciences (SGEAS), University of Melbourne, which will last for the duration of the award. The partnership between institutions was formalised with a Collaboration Agreement between institutions, which agreed to the transfer of funds amounting to £41,262.74 to University of Melbourne. As well as facilitate research activities on the ground, these funds were used to create the appointment of employment of a Post Doctoral Research Assistant (PDRA), Dr Ellen van Holstein, employed by SGEAS to work 50% time on the YPAC project from July 2021 to March 2022. The funds also provided 80 hours of casual work for a Postgraduate member of SGEAS, Lambang Septiawan, who assisted with the organisation of the project outreach and dissemination event for schools held in December 2022, and they paid for an environmental education consultancy package delivered by Environmental Education Victoria and administered by University of Melbourne. During the PI's period of working in Melbourne, she delivered a lunchtime SGEAS seminar, took part in school meetings and organised an event for schools held at University of Melbourne in December 2022. |
| Collaborator Contribution | Dr Catherine Walker, the project PI was appointed as an Honorary Fellow of SGEAS for the duration of the Young People at a Crossroads research project. SGEAS hosted Catherine as a visiting researcher from February - May 2022 and in November/December 2022. During these periods, Catherine benefited from an office and full research facilities and support at SGEAS as a Honorary Fellow. University of Melbourne Post Award Finance Support team, as well as SGEAS administration support was crucial to management of the project budget allocated to Melbourne-based staff, consultants and activities. University of Melbourne Human Resources approved the appointment of the Post Doctoral Research Assistant (PDRA), Dr Ellen van Holstein. Professor Lesley Head, former Head of Geography at University of Melbourne and now Honorary Professor at SGEAS, is a Co-Investigator on the YPAC project and has acted as an advisor to the PI and PDRA and is the formal supervisor of the project at University of Melbourne. The project has undergone full ethical review and consideration by one of the University of Melbourne's Human Ethics Research Committees, who have subsequently approved various amendments to the ethics application. The PI and PDRA has benefitted from advice from members of the ethics committee. |
| Impact | - Training of young researchers (detailed under Research Impact) - Next destination employment of PDRA (detailed under Next Destination) - Publications and conference presentations written and delivered collaboratively with PDRA - Resourcing of schools through generation of creative and educational resources - Collaboration with Environmental Education Victoria was facilitated through University of Melbourne |
| Start Year | 2021 |
| Description | University of Wollongong - collaborating institution |
| Organisation | University of Wollongong |
| Country | Australia |
| Sector | Academic/University |
| PI Contribution | Any project output makes reference to University of Wollongong as a collaborating institution. Any expenses incurred by Dr Natascha Klocker, project mentor, for her work on the project are factored into the project budget (for example, the project paid for Dr Klocker's virtual conference attendance at the Royal Geographical Society (with Institute of British Geographers) Annual Conference 2022). Dr Klocker will have access to anonymised project data and be invited to collaborate on project publications. During the PI's period of working in Australia, she delivered a lunchtime seminar at the University of Wollongong Australian Centre for Culture, Education, Society and Space (ACCESS-UOW), and delivered a research methods training workshop for twelve PhD students at ACCESS-UOW. |
| Collaborator Contribution | Dr Natascha Klocker, Associate Professor in the School of Geography and Sustainable Communities at University of Wollongong is one of the two mentors of this research project and in this capacity is providing regular advice to the PI, amounting to an average of 1 hour per week on the project for its duration. |
| Impact | - Collaborative writing of research presentations and publications |
| Start Year | 2021 |
| Description | 'Pechakucha' video showcasing Young People at a Crossroads creative resources shown at Climate Arts and Activism event, University of Melbourne |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | The video was shown as part of a series of pre-recorded 'pechakucha' videos (each comprising 20 slides lasting for 20 seconds) and generated lively discussion at the event. Attendees contacted Catherine Walker and Maisy Summer (whose illustrations for the Young People at a Crossroads creative project book comprised 12 of the 20 slides) via Instagram after the event. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://omeka.cloud.unimelb.edu.au/SWISP/climate-art-and-digital-activisms-4-day-festival-of-ideas |
| Description | 10 minute presentation of findings from the Young People at a Crossroads research at environmental education charity Annual General Meeting (AGM) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Catherine Walker was one of four speakers at the Annual General Meeting (AGM) of the Manchester Environmental Education Network. All speakers were invited on the basis of carrying out research or actions to support sustainability and climate change awareness in Greater Manchester. Other speakers were a team from a local primary school, a Manchester City Council councillor and members of the education team at the Manchester Museum. Around 30 school teachers, community and youth workers, and informal educators attended and asked questions. Following the AGM, Catherine invited the coordinator of the Manchester Environmental Education Network to assist with organising and facilitating the closing project event for schools in Manchester in January 2023. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.meen.org.uk/directory/event-202210277TMFQSVNY6TE |
| Description | Discussant in round table discussion on 'Education for Climate Justice' |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Third sector organisations |
| Results and Impact | The round table took place over Zoom as part of a three-part online workshop series on 'Education for Climate Justice' organised by academics at the University of Edinburgh and St Andrews and project coordinators at SCORE Scotland, and funded by the Scottish Universities Insight Institute (SUII). Catherine Walker, PI of Young People at a Crossroads, was an invited discussant in the round table discussion entitled 'Moving from despair to hope: the importance of critical emotional literacy'. Around 50-60 attendees watched the discussion live over Zoom, and attendees included teachers, academics, students and third sector organisers, the majority from Scotland and the UK, but a small number of international attendees. The discussion was recorded and has been uploaded to YouTube where it has been watched 33 times. The Education for Climate Justice twitter account is followed by 821 people and there was active twitter engagement with the round table discussion. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.youtube.com/watch?v=34ntgS5LURc |
| Description | Discussion with PGCE (Secondary Geography) students at University of Manchester |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Postgraduate students |
| Results and Impact | 18 students registered on the University of Manchester PGCE (Secondary Geography) course attended an online discussion with the Young People at a Crossroads project PI, Catherine Walker, chaired by the PGCE Geography lead at University of Manchester. The purpose of the discussion was to raise awareness of the YPAC project and get PGCE students' advice and comments on engaging with secondary geography students and teachers through the project. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Five minute 'lightning presentation' in University of Manchester Sustainable Futures research showcase event |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Sustainable Futures is a major, cross-disciplinary research initiative at University of Manchester. This annual showcase event for policy-makers, businesses, academics and the general public was organised to promote research taking place across the university that aligns to the priority areas of the Sustainable Futures initiative. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.sustainablefutures.manchester.ac.uk/ |
| Description | Invited hybrid seminar for University of Wollongong research centre, the Australian Centre for Culture, Environment and Society and Space (ACCESS) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Postgraduate students |
| Results and Impact | Catherine Walker was invited by the Australian project mentor to deliver a seminar for the Australian Centre for Culture, Environment and Society and Space (ACCESS), which was well received |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://twitter.com/ACCESS_GEOG/status/1599906425689362432 |
| Description | Invited online seminar for University of Exeter Environment and Sustainability research group |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Postgraduate students |
| Results and Impact | Catherine Walker was invited to deliver an online seminar for the University of Exeter Environment and Sustainability research group, a group that Catherine had no prior contact with, following a postgraduate member of the group attending the YPAC team's presentation at the Royal Geographical Society (with Institute of British Geographers) Annual Conference 2022. |
| Year(s) Of Engagement Activity | 2023 |
| Description | Presentation in University of Manchester 'Sustainable Futures' research seminar series |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Sustainable Futures is a major, cross-disciplinary research initiative at University of Manchester. The Sustainable Futures team runs a monthly research seminar series to showcase research from across the University of Manchester that aligns with the priority themes making up the Sustainable Futures initiative. These are primarily marketed to policy-makers and the general public. Around 65 attendees joined this online research seminar, which featured Catherine Walker (speaking on the Young People at a Crossroads project) and Julian Harou, Professor of Water Engineering. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://express.adobe.com/page/11z0erRqA6jma/ |
| Description | Presentation of research project at Manchester secondary school |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Eight members of a school eco-club attended an online presentation by the Young People at a Crossroads PI, Catherine Walker, and were invited to take part in the project. Four of the eight young people went on to participate in the YPAC project as 'young researchers' . |
| Year(s) Of Engagement Activity | 2021 |
| Description | Project outreach and dissemination events for schools - Manchester and Melbourne |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | Events took place on 2nd December 2022 at University of Melbourne, and 20th January 2023 at University of Manchester. Over sixty students and teachers joined from the following schools and colleges: Melbourne Girls College, Camberwell Girls Grammar School, University High School, Sunbury Downs College and Academy of Mary Immaculate (in Melbourne) and Levenshulme High School, Loreto College and Xaverian College (in Manchester). These groups included eighteen young researchers who were trained by and took part in the YPAC project and five educators who were interviewed for the YPAC research. Other participants were adults working or studying at University of Manchester, University of Melbourne and other universities in Melbourne/Victoria and Manchester/North West England, as well as Environment Education Victoria, Yarra Youth Services, Melbourne Water, Manchester City Council, Manchester Museum and Manchester Environmental Education Network. After participants had heard from adult researchers and young researchers about the Young People at a Crossroads research, they took part in a 'discussion circles' activity where they rotated between tables to discuss possibilities for hopeful, inclusive and - importantly - action-oriented conversations in three key spaces: homes, schools and communities. In addition, participants in Manchester took part in workshops about understanding eco-anxiety (facilitated by YPAC Environmental Education Consultant Kit Rackley) and interview training (facilitated by Catherine Walker and a YPAC young researcher). |
| Year(s) Of Engagement Activity | 2022,2023 |
| URL | https://documents.manchester.ac.uk/display.aspx?DocID=65276 |
| Description | Sustainable Consumption Institute blog post: Creative, sensitive and grounded in diverse perspectives: Why we need inclusive climate change education |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | The blog "Creative, sensitive and grounded in diverse perspectives: Why we need inclusive climate change education" was written by Catherine Walker, YPAC project PI, Kit Rackley, YPAC Environmental Education Consultant (UK) and Nerida Jolley, YPAC Environmental Education Consultant (Australia). It signposts the creative resources co-produced by the three authors for the project, as well as using research findings to raise questions and stimulate debate about climate change education for educators and government education departments. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.manchester.ac.uk/discover/news/creative-sensitive-and-grounded-in-diverse-perspectives-w... |
| Description | University of Manchester press release: New resource to help educators teach young people about climate change |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | News item on University of Manchester website to promote the launch of the Young People at a Crossroads creative resources. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.manchester.ac.uk/discover/news/young-people-about-climate-change/ |
| Description | Visit to youth project AGM |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Third sector organisations |
| Results and Impact | The Young People at a Crossroads (YPAC) PI, Catherine Walker, was invited to give a brief presentation about the YPAC project at a local youth project AGM. This was attended by around 25 members of the public, including 10 young people. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Workshop on using narrative and thematic analysis for University of Wollongong PhD students |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Catherine Walker was invited by Australian project mentor to deliver a research methods workshop for current PhD students at University of Wollongong's Australian Centre for Culture, Environment, Society and Space (ACCESS). This was attended by 12 PhD students, who participated enthusiastically. |
| Year(s) Of Engagement Activity | 2022 |