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Are you already a climate activist? Or would you like to become a climate activist but you're not sure where to start? This research guide provides a list of information resources and local organizations helpful to climate activists in the Eugene area.
"Over the last two decades, the global landscape of cultural production has been teeming with a cornucopia of fictional texts, in print, in live performance, and on the screen, engaging with the local and global impact of advanced human-induced climate change. In academia as well as in popular culture, this rapidly growing body of texts is now commonly referred to by the catchy linguistic portmanteau ‘cli-fi.’"
" . . . effective communication of climate science and advocacy of both individual behavior change and
public policy interventions are greatly helped when advocates lead the way by reducing their own carbon footprint." An academic journal article aimed at psychologists, climate scientists, communicators, and researchers.
"In the United States, however, only about half of Americans view climate change as a personal risk, People generally have limited risk perceptions, in part because they lack personal experience with global warming and tend to view the negative impacts as distant in time (i.e., a future threat) and space (i.e., affecting only people, species, and places far away). Furthermore, although most Americans think the climate is changing, many tend to misunderstand or discount climate science. Nearly half of the American public does not know or does not accept that global warming is human-caused. The public also tends to misperceive or underestimate the pro-climate views of other Americans and thinks there is greater polarization between their own personal views and the views of others than is true."
"This article extends Scandrett et al.’s conceptual framework for social movement learning to understand learning and knowledge creation in the climate justice movement . . . Article conclusions discuss strengths and limitations of the conceptual framework and directions for further research to better understand adult learning within the climate justice movement." Available to LCC students and staff with L# and MyLane passphrase.
" . . . climate scientists should increasingly exert their authority in scientific and public discourse, and why professional journalists and editors should adjust the disproportionate attention given to contrarians."
"Communicators of climate science seek ways to better educate and motivate individuals to personally commit to sustainable, energy-saving activities. However, critical psychological and social barriers to conservation make this task challenging. Behavioral scientists are well aware of the difficulties that individuals and groups have in responding effectively to information surrounding climate change and have used these insights to develop a number of techniques to aid in persuading people of the importance of the issue and motivating adaptive behavioral responses." Available to LCC students and staff with L# and MyLane passphrase.
"Political divisions are prominent, although somewhat greater regarding climate change due to substantive differences and more partisan opposition. Regarding climate change and to a lesser extent renewable energy, political divisions tends to widen with education. There also are robust age and temporal effects: younger adults more often prioritize renewable energy development, and agree with scientists on the reality of anthropogenic climate change (ACC). Across all age groups and both regional series, support for renewable energy and recognition of ACC have been gradually rising." Available to LCC students and staff with L# and MyLane passphrase.
"Scientific knowledge, it is argued, is insufficient to overcome climate skepticism. Spiritual truth is proposed as a way to do so . . . Spiritual truth accommodates the insights these perspectives provide while adding transformation as a key element for telling the truth about climate change." Available to LCC students and staff with L# and MyLane passphrase.
"An academic database, EBSCOhost, was used to identify 959 unique citation records addressing climate change education. Of these, 49 sources met the criteria of focusing on assessment of climate change education interventions. Analysis of these sources examined the intervention purpose, assessment methodology, and identified strategies that might result in effective interventions. Two themes were identified that are common to most environmental education: (1) focusing on personally relevant and meaningful information and (2) using active and engaging teaching methods. Four themes specific to issues such as climate change were also generated: (1) engaging in deliberative discussions, (2) interacting with scientists, (3) addressing misconceptions, and (4) implementing school or community projects. Suggestions for addressing controversial topics like climate change are offered."
"Why fuse climate change and comedy? anthropogenic climate change is one of the most prominent and existential challenges of the 21st century. Consequently, public discourses typically consider climate change as ‘threat’ with doom, gloom and psychological duress sprinkled throughout. Humor and comedy have been increasingly mobilized as culturally-resonant vehicles for effective climate change communications, as everyday forms of resistance and tools of social movements, while providing some levity along the way. Yet, critical assessments see comedy as a distraction from the serious nature of climate change problems. Primarily through conceptions of biopower and through approaches to affect, this paper interrogates how comedy and humor potentially exert power to impact new ways of thinking/acting about anthropogenic climate change. More widely, this paper critically examines ways in which experiential, emotional, and aesthetic learning can inform scientific ways of knowing."
"People feel motivated to maintain consistency across many domains in life. When it comes to climate change, many find themselves motivated to maintain consistency with others, e.g., by doubting climate change to cohere with friends’ and neighbors’ beliefs. The resulting climate skepticism has derailed discussions to address the issue collectively in the United States. To counteract these social consistency pressures, we developed a cognitive consistency intervention for climate skeptics. We first demonstrated that most people share substantial faith in a variety of scientific findings, across disciplines ranging from medicine to astronomy. Next, we show that conservative participants who first acknowledge several general contributions of science subsequently report significantly stronger beliefs in climate science (as compared to conservatives who are asked only about their climate science beliefs). These findings provide an encouraging proof-of-concept for how an inclusive climate conversation might be initiated
across the political divide."
"In this paper, I will lay out some useful conceptual/theoretical markets that will help us to understand, and resolve, significant political challenges to 'action' on climate change migration." Available to LCC students and staff with L# and MyLane passphrase.
"Li unravels some of the ambiguities surrounding the conceptualization of vulnerability, pointing out that human vulnerability, to a large extent, is coterminous with the increasingly more vulnerable global–local ecological systems in the age of the Anthropocene . . . Instead of perpetuating the vulnerable pursuit of invulnerability in formal educational institutions, Li concludes, modern schooling should embrace and engage ecological and human vulnerability. In this way, education might better assume ethical responsibility for mitigating the ongoing ecological decline." Available to LCC students and staff with L# and MyLane passphrase.
"Uncertainties in the future human demand for water interact with future impacts of climatic change on water supplies to impinge on water management decisions at the international, national, regional, and local level, but until recently tools were not available to assess the uncertainties surrounding these decisions. This paper demonstrates the use of a multi-model framework in a structured sensitivity analysis to project and quantify the sensitivity of future deficits in surface water in the context of climate and socioeconomic change for all U.S. states and sub-basins." Available to LCC students and staff with L# and MyLane passphrase.
Collapse is a theme addressed by specialists from many disciplines, from environmental and sustainability studies to popular culture and the hard sciences, as well as by archaeologists and historians. This review focuses on three recent books about past collapses and sets them in the context of collapse studies.
"Uniquely in research on Significant Life Experiences of environmentalists/environmental educators, we also examined respondents’ values and motivations, to further understand what inspires action. Social justice concerns were rated as more motivating than biospheric concerns by the sample as a whole, and altruistic and biospheric values were considered equally important as guiding principles. These findings have implications for the framing of climate change as an ‘environmental’ problem, and suggest that, contrary to conclusions that may have been drawn from past research, environmental education specifically directed towards stimulating engagement with climate change need not entail promoting outdoor experiences, nature connectedness, or biospheric values and motivations for action."
"The focus on apocalyptic and environmental collapse that we see today is almost inevitable, but I think it misleads as far as the archaeological discussions are concerned. It can also direct attention away from the agency of people in driving historical change through regular social life and interaction, which is in my view much more significant. This is of wider concern because it focuses our interest in contemporary sustainability towards largely impersonal external factors and towards the maintenance of the status quo and can prevent us from looking at other social factors that contribute to creating sustainable societies. Some of the most profound historical changes have come from changing value systems and from confronting economic, social, and political issues in the past two centuries. Far from having reached the end of history, we continue to wrestle with these matters on a daily basis, locally, nationally, and internationally."
"The environmental movement should seize upon this period of change, to push itself into the political and cultural mainstream. This is an ambitious proposition, but it is nothing less than what is needed if we are to avert environmental destruction. If the environmental movements and organisations of Australia, and the world, can cooperate on a large-scale project, this political and cultural change can happen. The vision that I would propose to underlie this broad cooperation would be that of Ecological Civilization." Available to LCC students and staff with L# and MyLane passphrase.
"In the first part of this essay, Suzanne Rice discusses ways in which diet, particularly meat‐eating, is connected to animal suffering, environmental harms including climate change and pollution, and risks to the health of agricultural workers and consumers. In the second part, she discusses ways in which education might be “ecologized” in efforts to help students gain insight into such connections. There are many ways to ecologize education, but regardless of how teachers proceed, they are likely to encounter not only simple ignorance, relatively unproblematic gaps in students' knowledge linked to youth and inexperience, but also willful ignorance, more problematic gaps linked to avoidance, manipulation, or rejection of evidence perceived as threatening." Available to LCC students and staff with L# and MyLane passphrase.
"Anthropogenic climate changes stress the importance of understanding why people harm the environment despite their attempts to behave in climate friendly ways. This paper argues that one reason behind why people do this is that people apply heuristics, originally shaped to handle social exchange, on the issues of environmental impact. Reciprocity and balance in social relations have been fundamental to social cooperation, and thus to survival, and therefore the human brain has become specialized by natural selection to compute and seek this balance. When the same reasoning is applied to environment-related behaviors, people tend to think in terms of a balance between “environmentally friendly” and “harmful” behaviors, and to morally account for the average of these components rather than the sum. This balancing heuristic leads to compensatory green beliefs and negative footprint illusions—the misconceptions that “green” choices can compensate for unsustainable ones. “Eco-guilt” from imbalance in the moral environmental account may promote pro-environmental acts, but also acts that are seemingly pro-environmental but in reality more harmful than doing nothing at all. Strategies for handling problems caused by this cognitive insufficiency are discussed."