Community conversations are the focus of my team\u2019s CALS 501 assignment to develop a climate adaptation engagement prototype. We noted that \u201cpeople do not understand what climate change means to them and their community, nor what to do about it\u201d (CALS 501 Team Alberta, personal communication). The prototype provides instructions for hosting a virtual or in person workshop with existing groups such as sporting associations, community boards, faith groups or youth groups that want to build local climate understanding and identify practical actions.<\/p>\n\n\n\n
There is the potential for the workshop to result in maladaptive results such as confusion and apathy towards climate action, but these can be prevented with a few key strategies. Consider the example of Leduc Soccer, a group of volunteer coaches and parents responsible for the delivery of a community soccer program. Being concerned about field conditions and extreme weather, one parent might suggest they undertake this workshop at their next regular meeting. The potential risks of learning more about climate change for Leduc Soccer are below, along with strategies to mitigate these risks. <\/p>\n\n\n\n
Provide the Local Context<\/strong><\/p>\n\n\n\n Risk<\/strong>: Frustration and confusion regarding the applicability of climate impacts to Leduc and the complexity of a global problem.<\/p>\n\n\n\n Strategies<\/strong>: Climate impact statements should be provided along with local examples. For example, \u201cFrequent hail storms have damaged the Leduc Soccer offices and left tree debris on our sports fields.\u201d <\/p>\n\n\n\n Photos of local attractions should also be provided to encourage discussion relevant to the city. For example, how would Lede Park sports fields look in the future if we continue to experience heat domes in the summer? <\/p>\n\n\n\n Local indigenous perspectives should also be provided to foster connections to the local land and history, to encourage forward thinking, and to strengthen relationships with the local natural environment. This can be done with storytelling by a local elder or with a video. <\/p>\n\n\n\n Give Practical Solutions for Likely Climate Impacts<\/strong><\/p>\n\n\n\n Risk<\/strong>: Increased fear, anxiety and stress regarding a perceived lack of control regarding high consequence climate impacts such as tornadoes even if they are predicted to be very unlikely (City of Leduc, 2014). <\/p>\n\n\n\n Strategies<\/strong>: Explain the more likely risks and identify practical actions. For example, since hotter days and watering limitations are probable, participants can brainstorm solutions such as providing hydration for athletes and working with the Parks Department on a field watering plan. <\/p>\n\n\n\n It is empowering for participants to conduct proactive planning and to develop adaptation measures for their own community (Whitney, 2020).<\/p>\n\n\n\n Foster Creativity and Relationship Building <\/strong><\/p>\n\n\n\n Risk<\/strong>: Discussion is limited to topics \u201cof relevance,\u201d leading to a shallow understanding of climate impacts and fewer connections between participants. <\/p>\n\n\n\n Strategies<\/strong>: Encourage open discussion and storytelling about local experiences as opposed to solely focusing on the group\u2019s mandate. For example, Leduc Soccer should think creatively about different types of impacts related to sports fields. If the topic of mosquitoes comes up, encourage stories about mosquitoes in Leduc. These stories make climate impacts tangible and lead to information sharing within other networks. Stories also create connections between people. These connections are, in and of themselves, a valuable adaptation strategy.<\/p>\n\n\n\n Like Susan Moser says when talking about despair and hope about climate change, \u201cWe\u2019re going to get a lesson in dependence and interdependence like you haven’t seen\u2026 I say, Stay put if you can and get to know your neighbors!\u201d <\/em>(Mazur, 2019).<\/p>\n\n\n\n Community climate conversations can empower many people through increased understanding of local impacts, development of practical actions and connections between neighbors. A virtuous cycle is triggered, engaging even more people and ultimately, empowering governments to drive more climate action.<\/p>\n\n\n\n Would this type of climate conversation make you feel empowered? Please leave a comment or connect with me on social media. <\/p>\n\n\n\n <\/p>\n\n\n\n References<\/strong><\/p>\n\n\n\n Beery, T., Schmidt, K., McDonnell, J., & Moore, T. (2021). Community Climate Conversations: Engaging and Empowering Local Action in a Changing World<\/a>. The Journal of Extension, 57<\/em>(6), Article 24. https:\/\/tigerprints.clemson.edu\/joe\/vol57\/iss6\/24\/<\/a><\/p>\n\n\n\n City of Leduc (2014). Weather & Climate Readiness Plan. https:\/\/www.leduc.ca\/sites\/default\/files\/Weather%20and%20Climate%20Readiness%20Plan.pdf<\/a> <\/p>\n\n\n\n Duarte, M. (2021). Empowering Indigenous Women to integrate traditional knowledge & practices in climate action. <\/a>Climate Investment Funds webinar. https:\/\/www.youtube.com\/watch?v=JVwuueUFqBk<\/a><\/p>\n\n\n\n Mazur, L. (2019). Despairing about the Climate Crisis? Read This. Earth Island Journal. July 22, 2010. https:\/\/www.earthisland.org\/journal\/index.php\/articles\/entry\/despairing-about-climate-crisis\/<\/a><\/p>\n\n\n\n United Nations Climate Change. Action for Climate Empowerment (n.d.). Retrieved from https:\/\/unfccc.int\/topics\/education-youth\/the-big-picture\/what-is-action-for-climate-empowerment.<\/a><\/p>\n\n\n\n
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