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

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  • 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)

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.

Suggested Citation

  • Evan J. Andrews & Kiri Staples & Maureen G. Reed & Renee Carriere & Ingrid MacColl & Lily McKay-Carriere & Jennifer Fresque-Baxter & Toddi A. Steelman, 2019. "Insights for Building Community Resilience from Prioritizing Youth in Environmental Change Research," Sustainability, MDPI, vol. 11(18), pages 1-17, September.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:18:p:4916-:d:265457
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    References listed on IDEAS

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    1. William Ascher, 2017. "Keeping the faith: policy sciences as the gatekeeper," Policy Sciences, Springer;Society of Policy Sciences, vol. 50(2), pages 157-162, June.
    2. Matin, Nilufar & Forrester, John & Ensor, Jonathan, 2018. "What is equitable resilience?," World Development, Elsevier, vol. 109(C), pages 197-205.
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    Cited by:

    1. Chiara Salvatore & Gregor Wolbring, 2021. "Children and Youth Environmental Action: The Case of Children and Youth with Disabilities," Sustainability, MDPI, vol. 13(17), pages 1-27, September.

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