| Issue/Objective |
Climate change has been described by the United Nations as the "defining issue of our time" because of its implications for human health, economies and livelihoods, and the emerging disproportionate impacts among vulnerable communities. Few interventions have been developed to empower and support youth to promote health in their communities through climate action. The project sought to understand the types of interventions developed by rural Ghanaian youth to respond to climate change when mentored to do so. |
| Methodology/Approach |
Nested in a community based participatory action research design this project involved 11 interviews and 3 focus group discussions with youth aged 18 and under. This was followed by the formation of 3 book-clubs where students read and discussed climate justice themed books over 8 months before a post test of another 11 interviews and 3 focus group discussions with youth. Participants were given a small budget to develop interventions that respond to climate injustice, trained in photovoice methods and given cameras to document their experience and developed interventions. All photos were discussed with participants leading to the final selection of 8 key photos. |
| Results |
Pre and post-test interviews revealed that the facilitated book clubs improved climate justice knowledge among youth and provided them with language to articulate concerns over climate change and its health impacts. Students also felt empowered to demand political accountability from local governments. The photos taken by students revealed projects intended to respond to climate change and included photos on community education and awareness, community driven initiatives like tree planting and engagement with political authorities. Students expressed a desire to continue their book clubs and climate justice education beyond the lifetime of the research project partly because it improved their reading abilities and climate literacy. |
| Discussion/Conclusion |
Youth in rural communities in Ghana have an interest in participating in climate dialogues but require resources and supports to articulate their concerns and help develop solutions. The educational curriculum could be a major site for cultivating climate champions to support climate action in local communities. Many youth in rural contexts could be empowered to improve health increase climate change awareness in rural settings in Africa. |
| Presenters and affiliations |
Jacob Alhassan University of Saskatchewan |
