Search

When young people engage with climate change education, they are often left feeling disempowered and daunted. But past research has shown that there are ways to design and deliver climate change education that can be empowering and enabling. The delivery of climate change education was further challenged in 2020 by the shift to online learning driven by the COVID‐19 pandemic restrictions. However, the challenges of the pandemic context also offered an opportunity to engage new audiences and establish new collaborations in climate change education. In this paper, we explore how the shift to online research, collaboration and education can also be harnessed to develop interdisciplinary coastal adaptation training for young people interested in better understanding the complexities of our coastal environments. The resulting 'More than Maps' framework draws on qualitative and quantitative data collected over a two‐year programme focused on the design and delivery of an international climate change research capacity building workshop series, across the United Kingdom, Ghana, Jamaica and Australia. Carried out by an interdisciplinary team of early career researchers and established academics, 15 workshops were developed on coastal adaptation research methods, targeting a range of 'young' audiences who are and will continue to be impacted by climate change. Building on reflections from the workshops' design and delivery, we developed a scalable framework to aid researchers in sharing open‐access, replicable methods for studying climate change mitigation and adaptation. This work demonstrates that our workshop participants had increased confidence, sought to apply learned methods to other contexts, and wanted to share this knowledge with others. We conclude that the COVID‐19 online workspace facilitated rather than hindered the international collaboration and delivery of these coastal adaptation research methods workshops, and we provide best practice tips to researchers delivering climate change education. [ABSTRACT FROM AUTHOR]

Netball emerged in Jamaica in 1909 through a disjointed education system that was heavily influenced by British Crown Colony Rule. As such, the first avid netballers on the island were the tiny minority of young women who were afforded a high school education. It was not until the establishment of the Young Women's Christian Association (YWCA) in 1923 that netball began to develop beyond this exclusionary emergence. Specifically, behind a movement that sought to include all classes and races of young Jamaican women in intellectual and recreational activities, the YWCA quickly established netball as a central part of the services offered to members. Officials of the Kingston YWCA, the home and headquarters of the movement nationally, acted as ambassadors for netball by advocating its establishment in schools and other community settings. Ultimately, the YWCA's impetus led to the establishment of one of the first competitive netball leagues in Jamaica in 1935 – the Kingston and St Andrew Net Ball League. This narrative history provides the foundations from which to further understand and appreciate how netball has become one of the most popular sports for Jamaican women in contemporary times. [ABSTRACT FROM AUTHOR]

Background: Increasingly researchers are recognising the importance of including the perspectives of children and young people in research and in the development of interventions and innovations, in order to understand children's lives on their own terms. Purpose: This article reflects on the potential risks posed to children and young people in research and the role of gatekeepers in granting access and, in direct field activities, especially where the research could be deemed as 'sensitive'. Research Design: Using a combined descriptive and autoethnographic research design, questionnaires and reflections were gathered from the field experiences of researchers in four countries (India, Jamaica, Uganda and the UK) conducting research on children's experiences of violence victimisation as part of a gender-based violence prevention project. Data was collected retrospectively and analysed thematically with the aid of QSR NVivo. Results: Based on the five themes that emerged: accessing schools; approach to access; accessing participants; lessons learnt; and advice for other researchers, the overall findings indicate that researching sensitive topics with children and young people is necessarily problematic in order to safeguard them. This is especially the case in contexts where discrimination and stigma relating to certain topics may be a significant barrier to children's participation. Conclusion: Research planning requires attention to gatekeeper power, safeguarding children and young people, and understanding how processes and attitudes concerning the status and rights of children at national and institutional levels might influence the research process. [ABSTRACT FROM AUTHOR]