Insights for Building Community Resilience from Prioritizing Youth in Environmental Change Research

Evan J. Andrews, Kiri Staples, Maureen G. Reed, Renee Carriere, Ingrid MacColl, Lily McKay-Carriere, Jennifer Fresque-Baxter and Toddi A. Steelman
Additional contact information
Evan J. Andrews: School of Environment, Resources and Sustainability, University of Waterloo, Waterloo, ON N2L 3G1, Canada
Kiri Staples: School of Environment, Resources and Sustainability, University of Waterloo, Waterloo, ON N2L 3G1, Canada
Maureen G. Reed: School of Environment and Sustainability, University of Saskatchewan, Saskatoon, SK S7N 5C8, Canada
Renee Carriere: The Charlebois Community School, Cumberland House, SK S0E 0S0, Canada
Ingrid MacColl: The Charlebois Community School, Cumberland House, SK S0E 0S0, Canada
Lily McKay-Carriere: The Charlebois Community School, Cumberland House, SK S0E 0S0, Canada
Jennifer Fresque-Baxter: Environment and Natural Resources, Government of the Northwest Territories, Yellowknife, NT X1A 2L9, Canada
Toddi A. Steelman: Nicholas School of the Environment, Duke University, Durham, NC 27710, USA

Sustainability, 2019, vol. 11, issue 18, 1-17

Abstract: Youths are the next generation to foster community resilience in social–ecological systems. Yet, we have limited evidence on how to engage them effectively in learning about environmental change. One opportunity includes the involvement of youths in research that connects them with older generations who can share their values, experiences, and knowledge related to change. In this community-based study, we designed, assessed, and shared insights from two intergenerational engagement and learning interventions that involved youths in different phases of research in the Saskatchewan River Delta, Canada. For Intervention 1, we involved students as researchers who conducted video and audio recorded interviews with adults, including Elders, during a local festival. For Intervention 2, we involved students as research participants who reflected on audio and video clips that represented data collected in Intervention 1. We found that Intervention 1 was more effective because it connected youths directly with older generations in methods that accommodated creativity for youths and leveraged technology. Engaging the youths as researchers appears to be more effective than involving them as research participants.

Keywords: youth; intergenerational study; public engagement; social learning; resilience; environmental change; reflexivity; evidence-based (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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