Matching Items (7)
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- All Subjects: environmental justice
- All Subjects: Sustainability Education
- Creators: Schoon, Michael
- Member of: Theses and Dissertations
- Member of: ASU Electronic Theses and Dissertations
- Status: Published
Description
Mexico City has an ongoing air pollution issue that negatively affects its citizens and surroundings with current structural disconnections preventing the city from improving its overall air quality. Thematic methodological analysis reveals current obstacles and barriers, as well as variables contributing to this persistent problem. A historical background reveals current programs and policies implemented to improve Mexico’s City air quality. Mexico City’s current systems, infrastructure, and policies are inadequate and ineffective. There is a lack of appropriate regulation on other modes of transportation, and the current government system fails to identify how the class disparity in the city and lack of adequate education are contributing to this ongoing problem. Education and adequate public awareness can potentially aid the fight against air pollution in the Metropolitan City.
ContributorsGarcia, Lucero (Author) / Duarte, Marisa E. (Thesis advisor) / Arzubiaga, Angela (Committee member) / Richter, Jennifer (Committee member) / Arizona State University (Publisher)
Created2018
Description
Circles of Sustainability is a self-evaluation tool designed to build educator capacity in K-12 schools seeking sustainability solutions. Based on the Sustainable Schools Challenge Handbook from Memphis, Tennessee, Circles of Sustainability considers environmental impact and efficiency, a healthy and safe school environment, sustainability and environmental education, and engagement and empowerment as four key pillars of whole-school sustainability. Each pillar is composed of elements and rubric items, which are reviewed, totaled, and colored in on the front page of the tool to help educators visualize and evaluate the current state of sustainability at their school. Since its first iteration completed in May 2017, the tool has been used by 300 educators throughout the United States during ASU's Sustainability Teachers' Academy (STA) workshops. Circles of Sustainability is completed as part of an activity called "Evaluating Your Community," where educators complete the tool and then brainstorm sustainability projects and solutions for their school and community. This paper is a review and discussion of the research, informal feedback and formal feedback used to create the second iteration of the tool. A second iteration of the tool was created to make the tool more user-friendly and ensure each pillar, element, and rubric item are based in research. The informal feedback was conducted during STA workshops in Tempe, Arizona; Abingdon, Virginia; Princeton, New Jersey; Chicago, Illinois; Los Angeles, California; Tucson, Arizona; and Charlotte, North Carolina. The formal feedback was conducted using a survey distributed to teachers who participated in the Tucson and Charlotte workshops. Overall, educators have responded positively to the tool, and the second iteration will continue to be used in future STA workshops throughout the United States.
ContributorsColbert, Julia (Author) / Schoon, Michael (Thesis director) / Merritt, Eileen (Committee member) / School of Sustainability (Contributor) / Division of Teacher Preparation (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This research paper assesses the effectiveness of a remote garden-based learning curriculum in teaching elementary students’ basic systems thinking concepts. Five remote lessons were designed, covering different garden topics, and in order to integrate systems thinking concepts, the Systems Thinking Hierarchical Model was used. This model includes eight emergent characteristics of systems thinking necessary for developing systems thinking competency. Five students were given the remote garden-based learning lessons. Student work was evaluated for systems thinking understanding and student outcomes were compared to anticipated learning outcomes. Results suggest that elementary students are able to understand basic systems thinking concepts because student work met anticipated outcomes for four systems thinking characteristics and exceeded anticipated outcomes for one characteristic. These results are significant because they further confirm that elementary-aged students do have the ability to understand systems thinking and they contribute to a growing movement to integrate sustainability education into elementary curriculum.
ContributorsDussault, Ashley (Author) / Weinberg, Andrea (Thesis director) / Schoon, Michael (Committee member) / School of Sustainability (Contributor) / Division of Teacher Preparation (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Effective collaboration and cooperation across difference are at the heart of present and future sustainability challenges and solutions. Collaboration among social groups (intragenerational), across time (intergenerational), and across species (interspecies) is each central to achieving sustainability transitions in the 21st century. In practice, there are three types of differences that limit collaboration and cooperation toward sustainability outcomes: differences among social groups, differences across time, and differences across species. Each of these differences have corresponding cognitive biases that challenge collaboration. Social cognitive biases challenge collaboration among social groups; temporal cognitive biases challenge collaboration across time; and anthropocentric cognitive biases challenge collaboration across species. In this work, I present three correctives to collaboration challenges spanning the social, temporal, and species cognitive biases through intervention-specific methods that build beyond traditional framings of empathy, toward social, futures, and ecological empathy. By re-theorizing empathy across these domains, I seek to construct a multidimensional theory of empathy for sustainability, and suggest methods to build it, to bridge differences among people, time horizons, and species for sustainability practice.
ContributorsLambert, Lauren Marie-Jasmine (Author) / Selin, Cynthia (Thesis advisor) / Schoon, Michael (Thesis advisor) / Tomblin, David (Committee member) / Berbés-Blázquez, Marta (Committee member) / Arizona State University (Publisher)
Created2023
Description
Climate adaptation has not kept pace with climate impacts which has formed an adaptation gap. Increasingly insurance is viewed as a solution to close this gap. However, the efficacy and implications of using insurance in the climate adaptation space are not clear. Furthermore, past research has focused on specific actors or processes, not on the interactions and interconnections between the actors and the processes. I take a complex adaptive systems approach to map out how these dynamics are shaping adaptation and to interrogate what the insurance climate adaptation literature claims are the successes and pitfalls of insurance driving, enabling or being adaptation. From this interrogation it becomes apparent that insurance has enormous influence on its policy holders, builds telecoupling into local adaptation, and creates structures which support contradictory land use policies at the local level. Based on the influence insurance has on policy holders, I argue that insurance should be viewed as a form of governance. I synthesize insurance, governance and adaptation literature to examine exactly what governance tools insurance uses to exercise this influence and what the consequences may be. This research reveals that insurance may not be the exemplary adaptation approach the international community is hoping for. Using insurance, risk can be reduced without reducing vulnerability, and risk transfer can result in risk displacement which can reduce adaptation incentives, fuel maladaptation, or impose public burdens. Moreover, insurance requires certain information and legal relationships which can and often do structure that which is insured to the needs of insurance and shift authority away from governments to insurance companies or public-private partnerships. Each of these undermine the legitimacy of insurance-led local adaptation and contradict the stated social justice goals of international calls for insurance. Finally, I interrogate the potential justice concerns that emerged through an analysis of insurance as a form of adaptation governance. Using a multi-valent approach to justice I examine a suite of programs intended to support agricultural adaptation through insurance. This analysis demonstrates that although some programs clearly attempted to consider issues of justice, overall these existing programs raise distributional, procedural and recognition justice concerns.
ContributorsLueck, Vanessa (Author) / Klinsky, Sonja (Thesis advisor) / Schoon, Michael (Thesis advisor) / Eakin, Hallie (Committee member) / Arizona State University (Publisher)
Created2020
Description
Stressors to marine environments are predicted to increase and affect the well-being of marine ecosystems and coastal communities. Marine protected areas (MPAs) are one most widely implemented interventions for marine stressors. Despite the implementation of thousands of protected areas worldwide, people are still striving to understand their dynamics as they vary in their efficacy and many MPAs have not met their objectives. Additionally, those that have often fail to protect the ecosystem services and cultural values necessary for human community health. Thus, research has expanded to include analyses of the human and social dimensions that may limit their effectiveness. This dissertation explores the role of community engagement in marine protected areas and perceptions of environmental changes in coastal communities. Currently, existing research on the roles of community engagement in marine conservation interventions is limited, particularly in the island-states of the Caribbean region. This dissertation contains a review of the literature to understand the nuances of community engagement in relation to MPAs. Through the review, it was determined that primary forms of engagement are interviews and surveys, and respondents primarily included businesses, community members, fishers, and resource users. To better understand the perceptions and practices on-the-ground, key informants were interviewed across the Caribbean. There are strong desires to conduct community engagement for innumerable benefits, but there are barriers that some participants have overcome. Sharing information between MPA sites offers an opportunity to effectively engage community members. For the local case study, Charlotteville, Trinidad and Tobago, a small, coastal fishing town in the northeast region of Tobago was selected to understand the role of perceptions of environmental changes. There were strong ties of environmental and social changes, with an emphasis on the impacts of environmental stressors to human health. The heterogeneity and diversity of responses in this chapter highlight the need to consider who is engaged in community engagement activities.
ContributorsBernard, Miranda Lynn (Author) / Gerber, Leah (Thesis advisor) / Buzinde, Christine (Committee member) / Schoon, Michael (Committee member) / Kittinger, Jack (Committee member) / Cheng, Samantha (Committee member) / Arizona State University (Publisher)
Created2021
Description
University-level sustainability education in Western academia attempts to focus on eliminating future harm to people and the planet. However, Western academia as an institution upholds systems of oppression and reproduces settler colonialism. This reproduction is antithetical to sustainability goals as it continues patterns of Indigenous erasure and extractive relationships to the Land that perpetuate violence towards people and the planet. Sustainability programs, however, offer several frameworks, including resilience, that facilitate critical interrogations of social-ecological systems. In this thesis, I apply the notion of resilience to the perpetuation of settler colonialism within university-level sustainability education. Specifically, I ask: How is settler colonialism resilient in university-level sustainability education? How are, or could, sustainability programs in Western academic settings address settler colonialism? Through a series of conversational interviews with faculty and leadership from Arizona State University School of Sustainability, I analyzed how university-level sustainability education is both challenging and shaped by settler colonialism. These interviews focused on faculty perspectives on the topic and related issues; the interviews were analyzed using thematic coding in NVivo software. The results of this project highlight that many faculty members are already concerned with and focused on challenging settler colonialism, but that settler colonialism remains resilient in this system due to feedback loops at the personal level and reinforcing mechanisms at the institutional level. This research analyzes these feedback loops and reinforcing mechanisms, among others, and supports the call for anti-colonial and decolonial reconstruction of curriculum, as well as a focus on relationship building, shifting of mindset, and school-wide education on topics of white supremacy, settler colonialism, and systems of oppression in general.
ContributorsBills, Haven (Author) / Klinsky, Sonja (Thesis advisor) / Goebel, Janna (Committee member) / Schoon, Michael (Committee member) / Arizona State University (Publisher)
Created2022