SEEDS 2022 Science outreach ↔️ Environmental justice ? by Emily D Sprowls

SEEDS 2022 Science outreach ↔️ Environmental justice ? by Emily D Sprowls https://padlet.com/sprowlsed/v852v6xibm8icucg Wondering SEEDS 2022 en-us 2022-01-27 22:42:28 UTC 2022-05-03 23:45:25 UTC hello@padlet.com https://padlet.net/icons/png/1f33b.png How might science outreach create opportunities to engage with environmental justice? sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2016914837 How might science outreach RESEARCH create opportunities to engage with environmental justice?]]> 2022-01-27 22:58:57 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2016914837 STEM club with elementary and university students sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017004550 After school sessions at an urban public school

Youth-directed collaborative inquiry of environmental justice issues

Co-investigator groups of :

Youth (grades 5 & 6)
Future teachers (education majors)
Future scientists (environment majors)

]]> 2022-01-28 00:41:52 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017004550 Acknowledgements sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017019768 Supervisors: Allison Gonsalves & Blane Harvey]]> 2022-01-28 00:56:55 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017019768 Positionality 👋🏻 sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017027331 Science teacher
Doctoral student
Science outreach coordinator
Teacher educator
Environmental scientist
Mom]]> 2022-01-28 01:04:30 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017027331 Possibilities to create environmentally just futures sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017051861

Canadian curricula include climate and environmental sciences, but do not connect to justice or action. _{(Wynes & Nichols 2019)}

]]> 2022-01-28 01:25:54 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017051861 Theoretical perspectives sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017058690
Transformative, transgressive social learning for sustainability _{(Lotz-Sisitka et al. 2020)}

_{Cognitive and systemic change}
_{Resistance and disruption}
_{Co-construction of knowledge(s)}
_{Social and environmental justice}

Relational pedagogy of hope _{(Wals 2019)}

Culture - nature binaries _{(Bang & Marin 2015)}
Childhood-nature assemblages _{(Cutter-Mackenzie-Knowles, et al. 2020)}

]]> 2022-01-28 01:32:32 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017058690 How might we negotiate the tensions in science outreach research ? sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017058922

Youth-led ↔️ University volunteers

Open inquiry ↔️ Environmental justice

STEM ↔️ Social action

]]> 2022-01-28 01:32:46 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017058922 Learner-driven pedagogies sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017067936

Ambitious Science Teaching _{(Windschitl et al. 2019)}

]]> 2022-01-28 01:41:09 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017067936 SEEDS of ecological citizenship sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017160969 S ocial agency / handprint
E nvironmental education
E mbedded justice
D ecentered deliberation
S elf-transcendence
_{(Hayward 2020)}]]> 2022-01-28 03:03:57 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2017160969 Other considerations? sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2018023452 What other tensions do you notice?
What else should we consider?]]> 2022-01-28 14:49:02 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2018023452 Suggested resources sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2018025581 Please share any relevant or useful resources! 👇]]> 2022-01-28 14:49:52 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2018025581 Reference list sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2018029079 _{Bang, M., & Marin, A. (2015). Nature-culture constructs in science learning: Human/non-human agency and intentionality.}_{Journal of Research in Science Teaching}_,₅₂_{(4), 530–544. https://doi.org/10.1002/tea.21204}

_{Barton, A. C., & Tan, E. (2010). We be burnin’! Agency, identity, and science learning.}_{Journal of the Learning Sciences}_,₁₉_{(2), 187–229. https://doi.org/10.1080/10508400903530044}

_{Brennan, M. (2017). Struggles for teacher education in the age of the anthropocene.}_{Journal of Education}_,₆₉_{, 43–65.}

_{Cutter-Mackenzie-Knowles, A., Malone, K., & E. Barratt Hacking,}_{Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research}_{(pp. 535–556). Springer International Publishing. https://doi.org/10.1007/978-3-319-67286-1_37

Gonsalves, A., Rahm, J., & Carvalho, A. (2013). “We could think of things that could be science”: Girls’ re-figuring of science in an out-of-school-time club.}_{Journal of Research in Science Teaching}_,₅₀_{(9), 1068–1097. https://doi.org/10.1002/tea.21105}

_{Hayward, B. (2020).}_{Children, Citizenship and Environment: #SchoolStrike Edition}_{. Routledge. https://doi.org/10.4324/9781003000396}

_{Kristjanson, P., Harvey, B., Van Epp, M., & Thornton, P. K. (2014). Social learning and sustainable development.}_{Nature Climate Change}_,₄_{(1), 5–7. https://doi.org/10.1038/nclimate2080}

_{Lotz-Sisitka, H., Ali, M. B., Mphepo, G., Chaves, M., Macintyre, T., Pesanayi, T., Wals, A., Mukute, M., Kronlid, D., Tran, D. T., Joon, D., & McGarry, D. (2016). Co-designing research on transgressive learning in times of climate change.}_{Current Opinion in Environmental Sustainability}_,₂₀_{, 50–55. https://doi.org/10.1016/j.cosust.2016.04.004}

_{Tuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research.}_{Environmental Education Research}_,₂₀_{(1), 1–23. https://doi.org/10.1080/13504622.2013.877708

Trott, C. D. (2019). Reshaping our world: Collaborating with children for community-based climate change action.}_{Action Research}_,₁₇_{(1), 42–62.}_{https://doi.org/10.1177/1476750319829209}

_{Windschitl, M., Thompson, J. J., & Braaten, M. L. (2018).}_{Ambitious Science Teaching}_{. Harvard Education Press.}

_{Wynes, S., & Nicholas, K. A. (2019). Climate science curricula in Canadian secondary schools focus on human warming, not scientific consensus, impacts or solutions.}_{PLOS ONE}_,₁₄_{(7), e0218305. https://doi.org/10.1371/journal.pone.0218305}

]]> 2022-01-28 14:51:42 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2018029079 Research question sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2018187522 What can we learn from each other about facilitating equitable collaborations among youth, teachers, and scientists around issues of environmental justice? ]]> 2022-01-28 16:11:02 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2018187522 Action-oriented, participatory methodologies sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2019530950

Heart-Head-Hands _{(Trott 2019)}

Co-generative dialogues_{(Tobin 2006)}

Co-research playspaces _{(Cutter-Mackenzie-Knowles & Rousell 2020)}

]]> 2022-01-29 23:18:39 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2019530950 Potential to reframe learning sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2019546746

Collaborative inquiry among youth, scientists, and teachers can produce new ways of learning about our environment._{(Kristjanson et al. 2014)}

Collaborative learning can act as lever for transformative education and engagement in environmental justice issues. _{(Brennan 2017)}

]]> 2022-01-30 00:10:46 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2019546746 Opportunities through outreach sprowlsed https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2019553839

Science outreach can provide settings for learner agency beyond constraints of traditional schooling. _{(Barton & Tan 2010)}

Science clubs offer space for youth-led inquiry. _{(Gonsalves et al. 2013)}

]]> 2022-01-30 00:34:18 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2019553839 How is the outreach defined here, and where are they in the overall plan? Are they involved in the planning stage (as opposed to at the end)? So there is more student voice? https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2020290341 2022-01-30 21:13:29 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2020290341 How do you get the students to examine the environment when their relatives work for the corporations or they may receive scholarships from the companies? https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2020290504 2022-01-30 21:13:42 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2020290504 Who are the youth involved and where do they get involved? https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2020291397 2022-01-30 21:14:58 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2020291397 Can you use this opportunity to teach student teachers about "less is more" teaching - as in, a more facilitative style? CalAcademy https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2020293082 2022-01-30 21:16:59 UTC https://padlet.com/sprowlsed/v852v6xibm8icucg/wish/2020293082