Abstracts
Abstract
Climate action research can be an emotionally and intellectually challenging space, given the magnitude of the climate crisis, the slow pace of progress, the existential weight of environmental degradation and isolation that results when researchers work and write alone. But action research for climate justice can also be an endeavour of hopefulness and vibrancy, wherein community connections and co-developed climate research data can forge meaningful changes for long term emotional and ecological sustainability. In this article, we examine the seven principles of critical hope (Redacted by Managing Editor, 2022) as a framework for identifying climate action research projects that exemplify critical hope. We draw on examples from both inside and outside the academy to explore how climate action research projects contribute to the communication and cultivation of critical climate hope.
Keywords:
- Climate action research,
- Climate justice,
- Community-engaged research,
- Community engagement,
- Critical hope
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Appendices
Biographical notes
Tara Mahoney has over 15 years of experience in community organizing and a PhD in Communication from Simon Fraser University. Tara has been at the forefront of innovative projects that bridge the gap between academic research and communitydriven solutions. As Research and Engagement Manager at SFU’s Community-Engaged Research Initiative (SFU CERi), she oversees the creation and production of SFU CERi's publications and programs. Her research focuses on emerging forms of public engagement and has been published in Continuum: Journal of Media and Cultural Studies, the European Journal of Cultural Studies and she won the CRTC Prize for Excellence in Policy Research in 2019.
Kari Grain is a practitioner-scholar at the intersection of higher education, social justice, and community engagement. She earned her PhD in Education at UBC as a Vanier scholar, where her research focused on local community impacts of international service-learning in Uganda. For the past five years, she has worked as an educational consultant, focusing on experiential education, community-engaged research, and the scholarship of teaching and learning. Her research has been published in the Journal of Experiential Education, the Michigan Journal of Community Service Learning, and the Canadian Journal of Studies in Adult Education.
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