The 21st century is an era of rapid environmental change, from rising sea levels to the growth of cities. Globally, low-income communities and youth constitute a majority of the urban population and experience disproportionate impacts, yet their perspectives are often not included in the planning and design of their environments. Advancing environmental justice requires critically examining what counts as knowledge and applying inclusive and equitable approaches to nurturing knowledge in the next generation. Community-engaged teaching and research offer valuable opportunities to recognize multiple ways of knowing, such as local expertise held by community members. Yet, putting this into practice can often be challenging. Drawing upon a framework that elevates and recognizes multiple forms of knowing, this interactive session will examine how community-engaged teaching and research integrates these ways of knowing alongside more traditional forms of academic knowledge. Instructors in the fields of urban studies and civil engineering, along with a community partner focused on climate change resilience, will share their experiences in environmental justice-oriented research and teaching in the context of this framework. Working in small groups, session participants will share and reflect upon their own experiences with integrating multiple forms of knowledge through community engagement and discuss practical strategies for prioritizing inclusive ways to co-produce knowledge with community partners.
Speakers: Deland Chan, Derek Ouyang, Violet Saena, Esther Conrad