Another Timely Course in Times of COVID-19 – Climate Action: Scaling Up Your Impact

CornellCourse

Cornell University’s Civic Ecology Lab is starting a new online course on Climate Action during a time where the topic is more urgent then ever but also, when many people, the forunate ones, are locked-down into there home environment with access to technology and lots of time on their hands. Here is the basic info. You can also go straight to their website!

Overview. Many of us want to do something about climate change, but individual actions can feel inadequate in the face of the looming crisis. In the Network Climate Action: Scaling up your Impact online course, you will learn what the latest research says about how to scale up your individual actions through your social networks. You will choose a greenhouse gas mitigation action you take yourself and apply social influence research to persuade your family, friends, social media followers, or other social network to also take that action. You will be part of a unique online community that is applying innovative, exciting, and evidence-based approaches to fight climate change!

Participants. Environment, climate, and education professionals, volunteers, university students, or other climate concerned citizen from any country. Discussions will be in English. This is NOT a course about climate science, but rather about how you can take effective action to help address the climate crisis.

Cost. $60 fee. Most participants pay this fee.

Options available to pay a higher fee ($120) to sponsor another student, or pay a lower or no fee if you are unable to pay or live in countries without internationally accepted payment systems (e.g., Afghanistan, Iran).

Educational approach. The course is based on two principles: (1) Learning is social: participants learn by discussing ideas and sharing resources; (2) Learning should lead to action: participants will apply course content to implementing a climate action of their choice and by persuading one of their social networks to take that action alongside them.

Technology. Edge edX for readings, pre-recorded lectures, and discussion questions (asynchronous). We will also use Facebook and WhatsApp for optional informal discussions and sharing. We will host one webinar each week (Thursdays 8am NY time) and one “office hours” webinar for participants to ask questions each week (Wednesdays 8am NY time). Webinars will be recorded if participants are unable to attend in person.

Certificates. Participants who complete the course are awarded a Cornell University certificate (PDF). Weekly assignments include lectures, readings, and discussion questions. Participants are required to participate in a minimum of one course webinar in person or by watching the recorded webinar. Required course project is a one-page report on the climate action you took with your network.

Learning outcomes. Participants will:

  1. Describe the feasibility and effectiveness of actions to mitigate greenhouse gases across different countries and contexts.

  2. Implement an action to reduce greenhouse gases themselves and among their social network.

  3. Critically reflect on the results of their network climate action and write a one-page report of their action and reflections.

  4. Participate actively in a global online community of climate-concerned citizens.

Topics. Topics. Week 1: Climate Solutions to reduce greenhouse gas emissions from www.drawdown.org. Week 2: Social Networks and spread of climate behaviors; Week 3: Social Mobilization; Week 4: Social Norms; Week 5: Social Marketing and Social Media.

Work load. 5 weeks (4-5 hours of work per week). Throughout the course, you will be working on your network climate action. During the last week, you will complete and submit a final report on your project to persuade one of your social networks to take a climate action.

Dates. April 7 – May 12, 2020. Assignments must be completed no later than May 19, 2020.

Instructors. An experienced and dynamic team from Cornell University Civic Ecology Lab: Marianne Krasny (Professor), Alex Kudryavtsev (Research Associate), Yue Li (Research Associate), Kim Snyder (Course Administrator), Melanie Quinones Santiago (Spanish language assistant), Wanying Wu (Chinese language assistant), plus 10 Chinese language teaching assistants.

Webinar Schedule. We provide two weekly webinars. You can watch them live or the recorded version.

Wednesdays, 8am NY time, “Office Hours” question/answer with instructor Marianne Krasny

          8, 15, 22, and 29 April, 6 May

Thursdays, 8am NY time, Plant-rich Diet: Persuading family and friends (This webinar series also open to the public

         26 March: Where’s the beet? How diet is a climate game changer; Jennifer Wilkins, Syracuse University

        2 April: Harnessing Peer Pressure to Parry the Climate Threat; Robert H Frank, Cornell University

         9 April: Menus of Change: Bringing the principles of health and wellness to life; Brendan Walsh,

                      Culinary Institute  of America

        16 April: Sustainable Diets and the EAT Lancet Report; Elizabeth Fox, Cornell University

        23 April: Cornell Dining: Menus of Change principles reflected in our culinary program;

                        Lisa Zehr and Michelle Nardi, Cornell University

        30 April: How Climate Behaviors Spread in Networks; Damon Centola, University of Pennsylvania

        7 May: “Sustainable Tapas” Project: Complex behaviors and social mobilization approaches to climate action;

                       Fátima Delgado, Universitat Politècnica de Catalunya

Overcoming socio-ecological vulnerability through community-based social learning

LocEnvironment

A new paper was published in the journal Local Environment this month led by one of my recently graduated PhD-students, Daniele Souza. The paper investigates community-based initiatives and collective learning practices in sustainability transition processes. This paper presents the results of a participatory study that investigated a local initiative in the community of Lomba do Pinheiro in south Brazil to examine social learning processes in the context of socio-ecological vulnerability. In this community, a group composed of local residents and members representing the public sector and local educational institutions has promoted several learning-oriented actions aimed at restoring a degraded local watershed and improving residents’ livelihoods.

The study used social learning as a lens through which the initiative enacted by this group may be understood, and analysed how local conditions, determined by a context of vulnerability, have influenced local processes. We applied a multi-dimensional analytical framework that included individual, collective, and territorial dimensions. The analysis focused on the leading group, the individuals who comprise it, and their actions in the territory, while considering local constraints. Our findings highlight the importance of (1) shared values, mutual trust, and affective bonds for group cohesion as well as concerted action, equalisation of diverse languages within the group, knowledge integration, and initiative persistence; (2) a practical-reflexive approach based on a sequence of actions that catalyses group learning and facilitates advancement within the wider community; and (3) the role of inter-sectoral articulations and the establishment of partnerships to support actions.

This paper raises questions about the limits of an exclusively bottom-up approach to solve complex problems in the context of extremely precarious conditions.

The full reference is: Souza Tubino, D., Wals, A.E.J., Jacobi, P. (2019) Learning-based transformations towards sustainability: a relational approach based on Humberto Maturana and Paulo Freire, Environmental Education Research, 25 (x), 1-15.

A link to the journal here!

Imaginative Disruptions: Creating Place- and Arts-based Responses to Climate Urgency

Imaginative disruptions

The Video

Taking place in 3 countries (Sweden, United Kingdom and The Netherlands) three ‘collective residencies’ brought together an intergenerational group of people who played, ate, (re)imagined, learned and created together, to design alternative futures around a selected ‘glocal’ issue, and explore what needs to be disrupted to realise these imagined realities; what is working with us and what is working against us? Two hopeful examples of local residents and one from academia show the power of arts-based approaches and the importance of hope and lightheartedness. The research was initiated and led by former MSc and PhD-students of mine, Natalia Eernstman

You can find more information and a link to the video here: Imaginative Disruptions Video

The Research

Imaginative Disruptions was a two-year creative research project that explored the transgressive potential of art and making to engage groups of citizens and experts in imaginative conceptions of alternative environmental narratives.

Underneath the project is the assumption that the structures and mind-sets of our modern society have made unsustainable living the default and sustainable living the exception. Acknowledging that environmental issues occur in the every-day lives of people rather than on drawing boards of technocrats, implies that designing and transitioning towards a more environmentally sustainable alternative should include citizen, lay or situated knowledges.  There are some signs that such knowledge is recognized and demanded in both science and society (e.g. the push for citizen science and multi-stakeholder social learning). However, the practical realisation of processes that include public dialogue, in which citizens become critics and creators of knowledge, are fairly under-developed.

Here are some of the things we aimed to find out:

What arrangements and conditions are needed to disrupt daily routines and generate new ones?

Does the recognition and inclusion of situated knowledges generate radically different perspectives on how we can live well and environmentally, or do they represent the fine-tuning and, thereby, the maintenance of the status quo?

What happens if you put adults and children in the same learning arrangement and invite them to learn, play and experiment collectively? Chaos or…?

(How) is the knowledge produced through this heterogenous, vernacular, artistic, non-hierarchical and intergenerational process ‘useful’ to the community in question and a wider subject arena around it?  

What is the added value of creative / artistic techniques in the social learning that will take place?

The ‘data’ of the research project emerged from the residencies with people talking, creating and reflecting together. We aimed to collect what the residencies generate in ways that don’t disrupt the activities, and allow us record things that we didn’t know we were going to document in advance.

More background information can be found on our Imaginative Disruptions website here: Imaginative Disruptions Home Page.

Imaginative_2

The Funding

The project was funded by the Swedish SEEDBox small grant scheme for innovative approached to education and research aimed at realizing a more sustainable world.