An introduction to the co-creation of policy briefs with youth and academic teams

Dunlop, Lynda; Rushton, Elizabeth A. C.; Atkinson, Lucy; Blake, Celena; Calvert, Saul; Cornelissen, Eef; Dècle, Clémentine C. M.; Schrijver, Jelle De; Dhassi, Kirndeep; Edwards, Rosalind; Malaj, Greta; Mirjanić, Jovana; Saunders, William E.H.; Sinkovec, Yara; Stadnyk, Tetiana; Štofan, Jaroslav; Stubbs, Joshua; Su, Chrissy; Diepen, Maria Turkenburg-van; Vellekoop, Suzan; Veneu, Fernanda; Yuan, Xinyue

doi:10.1080/03098265.2021.2001793

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…Participatory online workshops with young people from across Europe were facilitated by a team drawn from disciplines including education, philosophy, and policy. A key output of the workshops is a Geoengineering Youth Guide and Policy Brief [38][39][40]. During the workshops participants were able to learn about a range of geo-engineering approaches, including carbon geoengineering (such as ocean liming, ocean fertilisation, and carbon capture and storage) and solar geoengineering (including space mirrors and cloud thinning) [38].…”

Section: Methodsmentioning

confidence: 99%

Education for Environmental Sustainability and the Emotions: Implications for Educational Practice

Dunlop

Rushton

2022

Sustainability

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Increasing attention is being paid to the emotions in education and in communication about the climate crisis and other sustainability challenges. This has tended to focus on the relationship between emotions and environmental perceptions and behaviours. In this study, we understand emotions as evaluative feelings which meaningfully connect people and their environment. We draw on data from teachers, teacher educators, and young people (n = 223) to describe educationally-relevant emotions and identify the implications for educational practice. We argue that emotionally-responsive pedagogies are needed to identify responsibilities, develop coping potential, and improve future expectations. These pedagogies must act on the causes and consequences of environmental damage and develop teachers’ and students’ capabilities to take action and ultimately transform emotional appraisals. A more enabling policy environment is needed for teachers to adopt these approaches and empower them to take action relating to climate and ecological crises.

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Section: Methodsmentioning

confidence: 99%

Education for Environmental Sustainability and the Emotions: Implications for Educational Practice

Dunlop

Rushton

2022

Sustainability

Self Cite

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“…These activities include (1) sharing perceptions regarding increasing commitment and vision of activities [13]; (2) brainstorming regarding division of tasks and synergy in scientific fields [14]; (3) a workshop on policy briefs about policies and central issues in matching fund programs [15]; (4) training of trainers (TOT) in scientific fields that are in accordance with creativity [16]; (5) training in scientific fields that are suitable for students; (6) mentoring and monitoring activities for students who have taken part in TOT, and ( 7) develop terms of reference (TOR) with the partner.…”

Section: Strengthening Work Organizationmentioning

confidence: 99%

Design of Environmental Detector System (EDS) application through industrial and vocational collaboration

Sundawa,

Hutabarat,

Nasution

et al. 2024

p.ISST

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Politeknik Negeri Medan (POLMED) as a vocational institution and PT Berkat Solusi Teknik as a partner have the same responsibility to solve problems that exist in society. Problems in society related to pollution from industrial waste. This is due to many complaints from the public, NGO, and other organizations regarding environmental damage due to production and economic activities. Based on the problems above, this study is needed to detect and monitor environmental parameters such as CO2 level, lighting, noise, temperature, humidity, and measurement data that can be accessed and displayed in real-time via the internet. The implementation method is strengthening work organization, making EDS prototype brackets, design of an environmental detector system (EDS) prototype, prototype testing, MBKM internship, international conferences, monitoring and coordinating with partner, internal monitoring, and evaluation I and II, and preparation of final report. We innovate in the selection of components and the technology used. This collaboration is a symbiotic mutualism between POLMED and industry. The results are in average values, namely the density of dust particles is 1.418 µg/m3. Temperature 36.60oC. Humidity 53.82%RH. Light intensity 10,615 lux. These values above are still normal condition, and there is no pollution in campus. Especially for temperature and humidity. This condition above on the threshold.

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“…CAE was thus felt to be the only approach that would respect and capture this co-creation. Importantly, as strong advocates for youth, utilising an approach that fully foregrounds and values youth contributions as full co-creators and co-researchers (Cutter-Mackenzie & Rousell 2019) also recognises that 'authorial responsibility' provides the youth a further opportunity for 'action' (through authorship) (Dunlop et al 2021). At this point, it is important to clarify that the choice of the term lifeworlds throughout relates directly to both the method of CAE but also importantly about what this process enabled access to, youth's accounts of their own experiences.…”

Section: Collaborative Autoethnographymentioning

confidence: 99%

Conversations on grief and hope: a collaborative autoethnographic account exploring the lifeworlds of international youth engaged with climate action

Jones,

Parsons,

Halstead

et al. 2023

JBA

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This paper explores the lifeworlds of international youth involved in climate and/or environmental social action, narratives that have been largely absent from a literature that has tended to focus on �traditional� youth activists located in the urban Global North. Written as a novel collaborative autoethnography involving youth as co-authors, the paper a) collectively reflects on the stories of youth from different countries and cultures on their journeys towards climate action, and b) foregrounds an emotional framing to examine these experiences. The youth co-authors, whose experiences are the focus of this paper, form part of innovative international Youth Advisory Board, set up to provide peer support to youth new to climate and environmental social action, as part of our British Academy Youth Futures-funded participatory action research project. We examine the youth�s narratives exploring opportunities and barriers they have navigated, their inspirations and the intersections with a range of other socio-cultural factors.

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An introduction to the co-creation of policy briefs with youth and academic teams

Cited by 3 publications

References 5 publications

Education for Environmental Sustainability and the Emotions: Implications for Educational Practice

Education for Environmental Sustainability and the Emotions: Implications for Educational Practice

Design of Environmental Detector System (EDS) application through industrial and vocational collaboration

Conversations on grief and hope: a collaborative autoethnographic account exploring the lifeworlds of international youth engaged with climate action

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