Community Engagement
Utilizing Film to Promote Sustainability Education and Stimulate Community-based Actions
Paper Presentation in a Themed Session Ramona Madhosingh-Hector
Film offers a visually engaging and stimulating perspective to examine the wide variety of urban issues that are ever-present in the densely populated counties of Florida. As an outreach method, it presents an opportunity to educate and engage diverse, non-traditional audiences, and examine attitudes about a range of community issues. Film screenings are coordinated as individual learning events or as a series and are managed by Extension faculty. The film screenings were launched in April 2014 and each film series consists of three monthly film screenings, a moderated panel discussion, a retrospective evaluation, and a community engagement component. A total of 540 attended, thirty panelists participated, and 79% (n=395) returned evaluations for the film series. Film attendees rated the program excellent/very good (94%) and at least 45% were unfamiliar with Extension. Partners often implement actions that are based on the outcomes of the series e.g. recycling resolution, food waste program, and more education campaigns. Each film series acts as a catalyst for community change and uses an approach that balances storytelling, scientific research, and expert opinion to inform audiences. This innovative community engagement strategy is replicable in other geographic areas and can be utilized in other disciplines.
The Role and the Challenges of Prefectural Centers for Climate-Change Actions in Japan
Paper Presentation in a Themed Session Hyunyoung Lee
The Japanese government has set a target of reducing greenhouse gas (GHG) emissions in the household sector to 40% below 2013 levels by the year 2030. The daily efforts of each energy consumer are considered important to reducing GHG emissions in this sector. Therefore it is increasingly important to strengthen the communication tools used to spread information about climate change in order to encourage greater citizen awareness and lifestyle reform appropriate to help stop global warming. The actions of the Japanese Prefectural Centers for Climate-Change Actions and Climate change action officers are especially important in the promotion of climate change prevention, as they are engaged in community information dissemination and local outreach activities. In this study, we analyzed the cooperative relationships between Prefectural Centers for Climate-Change Actions, Climate change action officers, and local governments. Prefectural Centers for Climate-Change Actions and Climate change action officers face many challenges to their operations. We discuss methods to deal with these in order to improve promotional measures aimed at climate change prevention.
Becoming Ecocentric : Transgressive Learning
Paper Presentation in a Themed Session Stop Scamming
Adults who are deeply connected with Earth are already engaged in climate change adaptation - a linkage that may be explained, in part, by the wisdom that we care for that which we love. We need theory and praxes on re-connecting adults with Earth. Seeking to address this knowledge gap, I undertook a qualitative research project that asked a simple question: why and how do adults make a paradigm shift from anthropocentrism to ecocentrism? I found that the primary catalyst for becoming ecocentric is a profound experience that awakens empathy with Earth. Empathy relies on imagination and intuition to perceive the affective experience of other Beings. Emerging ecocentrics experienced Earth as a living Being. A critical ecopedagogy involves building a loving relationship with Earth by building awareness of intersectional oppression, thus motivating new lovers to take political action. Ecocentric learning is primarily informal; it is intentional, self-directed, learner-centred and occurs at multiple sites. It is less organized, less structured and more experiential than nonformal learning. Ecocentric learning is holistic when it is embodied, relational, transpersonal and creative, as well as cognitive. Ecocentric learning is transgressive when it goes against the grain of anthropocentric systems of dominance by engaging in egalitarian intra-actions. For educators, facilitating ecocentric learning requires getting out of the classroom and outdoors in the community. Educators who foster deep relationality are comfortable and skilled in facilitating transpersonal experiences of At-Oneness with Earth.
