Youth Dreaming and Designing Relations to Lands and Waters: Preliminary Findings

• In Event: Reclaiming Relations to Urban Lands and Waters: Participatory Research With Black and Indigenous Youth

Abstract

1. Objectives or purposes:
In this paper, we share an overview and preliminary findings from Project A located in Toronto. This participatory design project engaged 8 young people, ages 14-18, who were interested in climate justice and podcast design, and self-identified as Black and/or Indigenous. The purposes of the project include learning about their current and desired relations to lands and waters, their theories of change for climate justice, and their visions for land education programs.

2. Theoretical framework:
The project’s theoretical framework incorporates "Land Education" and “Black ecologies”. Land education encompasses Indigenous community-based out-of-school learning, deeply rooted in intentional relations to land and waters, addressing cultural survivance, environmental devastation, and promoting Indigenous self-determination (Tuck, McKenzie, & McCoy, 2014; Haig-Brown & Dannenmann, 2008; Cunsolo et al., 2013; Styres, Haig-Brown, & Blimkie, 2013;). "Black ecologies" focuses on Black people’s past and present more-than-human relationalities, and also invites future-oriented, liberatory world-making grounded in Black onto-epistemologies (Nxumalo, 2022).

3. Methods, or modes of inquiry:
The main methodology used was design-based research (Collins, Joseph, & Bielaczyc, 2004), a participatory methodology that emphasizes the co-design of research with communities and practitioners. Participatory visual research activities like participatory mapping (Del Vecchio, Toomey & Tuck, 2018) and concept mapping (Kane & Trochim, 2007) were also used. This project also used a problem tree for the Land Education Dreambook (2023), to collectively think through climate change not being a priority in society.

4. Data sources, evidence, or materials:
Participants engaged in facilitated conversations and activities on the themes of climate justice, theories of change, and relations to lands and waters. Data includes the transcribed recordings of these conversations, as well as protest sign art, concept maps, the climate change problem tree, and other visual and audio materials created throughout the project. Several podcast episodes were also developed to share out the themes that were important to youth participants.

5. Results:
Preliminary findings indicate youth participants were well-versed in systems and institutions impacting climate. They expressed a desire to meaningfully connect with urban lands and waters, revealing a shift in their perspectives towards caring for the more-than-human world. Participants emphasized the need for land education programs that include hands-on activities and highlight the histories of Black and Indigenous peoples' land relations, including the impact of settler colonialism. Schooling emerged as a crucial area where they desired more updated, relevant, and intriguing information for Black and Indigenous youth. The youth also expressed frustration over their voices being undervalued compared to white climate activists and urged the City of Toronto to meaningfully invest in spaces for youth to engage in climate action.

6. Scholarly significance of the study:
The study provides valuable insights on engaging Black and Indigenous youth in climate justice activities and developing future land education programs in urban settings. It also highlights the ways that land education programs can support Black and Indigenous youth in growing their relations to urban lands and waters and provides insights on the climate futures they desire for their communities.

Authors

• John Pierre Craig, University of Toronto - OISE

• Nicole Franklin, University of Toronto - OISE