Participação como marco de apoio à inclusão cultural e à justiça ambiental

In 1989, the United Nations Convention on the Rights of the Child lay the groundwork for children´s access to education, to play, to express themselves, and to have their views heard. This article explores participation as a supportive framework for democracy, environmental justice, and cultural inclusion. It presents methods that have fostered cultural inclusion and connection to nature, by analyzing three projects in Boulder, Colorado and Salinas, California. Participatory methods included nicho boxes, photovoice, and garden art. These cases demonstrate how children’s rights to participation, through nature and the arts, help create just sustainabilities through the creation of culturally relevant practices that bridge social and environmental justiceEn 1989, la Convención de las Naciones Unidas sobre los Derechos del Niño establece una base para que los niños tengan acceso a la educación, a jugar, a expresarse y tener sus opiniones oír. Este artículo explora la participación como un marco de apoyo para la democracia, la justicia ambiental y la inclusión cultural. Presenta métodos que han fomentado la inclusión cultural y la conexión con la naturaleza, analizando tres proyectos en Boulder, Colorado y Salinas, California. Los métodos participativos incluyeron cajas nicho, photovoice, y arte del jardín. Estos casos demuestran cómo los derechos de los niños a la participación, a través de la naturaleza y las artes, ayudan a crear sostenibilidad justicia, a través de la creación de prácticas culturalmente relevantes que contribuyen a la justicia social y ambientalEm 1989, a Convenção das Nações Unidas sobre os Direitos da Criança proporcionou uma base para que as crianças tivessem acesso à educação, para jogar, para se expressar e para que as suas opiniões fossem ouvidas. Este artigo explora a participação como um quadro de apoio para a democracia, a justiça ambiental e inclusão cultural. São apresentados métodos que promoveram a inclusão cultural e a conexão com a natureza, analisando três projetos em Boulder, Colorado e Salinas, Califórnia. Os métodos participativos incluídos nicho, photovoice e jardinagem. Estes casos mostram como os direitos das crianças à participação, através da natureza e das artes, ajuda a criar sustentabilidade através da criação de práticas culturalmente relevantes que contribuem para uma justiça social e ambienta

Analyzing Policy and Stakeholder Perspectives – the Case of the Spotted Owl

Effectively reading in our discipline – focused on Text-Based Discussions Collaborative Meaning Making – reading as an inquiry into meaning and a purposeful engagement with ideas. [1] Setting Reading Purposes and Adjusting Reading Processes – reading for a specific, disciplinary-relevant purpose.[2] Identifying and analyzing stakeholder perspectives Applying policy to understand stakeholder perspectives [1] Schoenback, Ruth, Cynthia Greenleaf, and Lynn Murphy. 2012. Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. WestEd.org. [2] Ibid.https://digitalcommons.csumb.edu/teaching_all/1009/thumbnail.jp

Landscapes as Living Laboratories for Sustainable Campus Planning and Stewardship: A Scoping Review of Approaches and Practices

Living laboratories are increasingly employed to support campus sustainability and student learning. This research explored how living labs are defined in relation to the biophysical landscape, how they are integrated into teaching and learning, how students are engaged, and how they connect to university sustainability goals. Previous reviews focus on living laboratories or learning landscapes, but no prior review has explored the application of these concepts specifically to the biophysical landscape of university campuses. We employed a scoping review which resulted in 28 articles for analysis. Projects most consistently employed the terms “learning landscapes,” “sustainable campus landscape,” and “adaptive co-management” as articulations of living laboratories that integrate campus physical landscapes. Students have been engaged in design, planning, installation, stewardship, monitoring, and management of campus landscapes through courses, research, and co-curricular activities. The majority of projects engaged with landscapes as living laboratories through environmental science, design, and other allied disciplines. Other disciplines could also engage with landscapes as living laboratories to promote sustainability. Projects also could more explicitly connect faculty and student engagement with broader campus sustainability goals and plans. More consistent application of terms may help other universities to determine the best actions for their campus when incorporating landscapes into living laboratories

Engaging Citizens and Transforming Designers: Analysis of a Campus- Community Partnership Through the Lens of Children’s Rights to Participate

While an engaged citizenry is often the goal of community service learning, the rights of children to be active agents in this process are largely considered in a separate academic literature. Yet community service learning and children’s participation share much in their goals and approaches to engagement. This paper analyzes a campus-community partnership between undergraduate environmental design and middle school applied science students. The partnership began as a way to promote participatory design processes for the redesign of a middle school and evolved to a proactive co-design program. We describe the goals and approaches to service-learning employed through the partnership, and critique the evolution of the program through the realm of a participation model that has emerged from three decades of children’s participation research. By analyzing a campus-community partnership through this framework, we hope to deepen the discourse on approaches to and evaluation of successful service-learning programs

Engaging Citizens and Transforming Designers: Analysis of a Campus-Community Partnership Through the Lens of Children’s Rights to Participation

While an engaged citizenry is often the goal of community service learning, the rights of children to be active agents in this process are largely considered in a separate academic literature. Yet community service learning and children’s participation share much in their goals and approaches to engagement. This paper analyzes a campus-community partnership between undergraduate environmental design and middle school applied science students. The partnership began as a way to promote participatory design processes for the redesign of a middle school and evolved to a proactive co-design program. We describe the goals and approaches to service-learning employed through the partnership, and critique the evolution of the program through the realm of a participation model that has emerged from three decades of children’s participation research. By analyzing a campus-community partnership through this framework, we hope to deepen the discourse on approaches to and evaluation of successful service-learning programs

Integrating Children and Youth Participation into Resilience Planning: Lessons from Three Resilient Cities

Article 12 of the United Nations Convention on the Rights of the Child of 1989 places obligations on States to provide opportunities for children to express their opinions and to have these opinions be taken seriously in matters that affect their lives. While many studies from around the world have shown that children and youth can meaningfully participate to inform a wide range of issues, wide-scale implementation of children’s participation and thus the realization of children’s rights, is still not widely achieved. In the context of planning for urban resilience, three cities in three diverse nations approached integration of children and youth into resilience planning, with varying success. While each city was able to support children’s voicing of perspectives facilitators also struggled with how to authentically integrate youth voices into a new realm of planning—for urban resilience. This article thus shares the approaches and objectives from each city and reflects on what can be learned from these experiences when trying to integrate children and youth opinions and perspectives into community planning, particularly when guided by international frameworks or agendas. While each city has some success in realizing children’s rights to participate, to a certain extent, lack of municipal frameworks for participation and lack of knowledge about and support for children’s participation among municipal leaders inhibited the realization of children’s participation

Terrestrial Very-Long-Baseline Atom Interferometry:Workshop Summary

This document presents a summary of the 2023 Terrestrial Very-Long-Baseline Atom Interferometry Workshop hosted by CERN. The workshop brought together experts from around the world to discuss the exciting developments in large-scale atom interferometer (AI) prototypes and their potential for detecting ultralight dark matter and gravitational waves. The primary objective of the workshop was to lay the groundwork for an international TVLBAI proto-collaboration. This collaboration aims to unite researchers from different institutions to strategize and secure funding for terrestrial large-scale AI projects. The ultimate goal is to create a roadmap detailing the design and technology choices for one or more km-scale detectors, which will be operational in the mid-2030s. The key sections of this report present the physics case and technical challenges, together with a comprehensive overview of the discussions at the workshop together with the main conclusions

Active Listening Debates - Classroom Activity

Students will practice critical thinking, active listening, and the development and presentation of arguments and positions through oral and written communication.https://digitalcommons.csumb.edu/teaching_all/1006/thumbnail.jp

Latin American Transnational Children and Youth: Experiences of Nature and Place, Culture and Care Across the Americas

Latin American Transnational Children and Youth focuses on understanding young people’s connection to nature and place within a transnational and Latin American context. It serves to diversify, elaborate, and sometimes challenge the assumptions made in researching people and place, and unearths the complexities of a world in which the identity of many is not shaped by a single place or culture, but instead by complex interactions among these. Spanning across ages and geographies, the book explores the central themes of sense of place, identity, and environmental action, with an emphasis on Latinx and Indigenous communities. This book balances theoretical questions with geographically contextual empirical research. Each section is situated in current interdisciplinary research and provides geographically specific examples of children and youth’s perspectives on place relations, migration, transnationalism, and an emerging demographic of environmentalists. Contributors from Latin America and the United States advance the fields of childhood and youth studies, environmental psychology, geography, sociology, planning, and education. This book looks across the Americas, to see how young people experience their worlds and constructively contribute to their places and environments.https://digitalcommons.csumb.edu/fac_books/1076/thumbnail.jp

Placemaking with Children and Youth

From a history of children\u27s rights to case studies discussing international initiatives that aim to create child-friendly cities, Placemaking with Children and Youth offers comprehensive guidance in how to engage children and youth in the planning and design of local environments. It explains the importance of children\u27s active participation in their societies and presents ways to bring all generations together to plan cities with a high quality of life for people of all ages. Not only does it delineate best practices in establishing programs and partnerships, it also provides guidelines for working ethically with children, youth, and families, paying particular attention to the inclusion of marginalized populations. Drawing on case studies from around the world—in Australia, Canada, India, Puerto Rico, the Netherlands, South Africa, and the United States—Placemaking with Children and Youth showcases children\u27s global participation in community design and illustrates how a variety of methods can be combined in initiatives to achieve meaningful change. Whether seeking information on individual methods and project planning or establishing and evaluating a sustained program, readers can find practical ideas and inspiration from six continents to create better cities for all ages.https://digitalcommons.csumb.edu/fac_books/1035/thumbnail.jp