Pub Date : 2023-01-02DOI: 10.1080/1088937X.2023.2210315
A. Speca
ABSTRACT I argue that Model Arctic Council (MAC) has a role to play in Arctic sustainable development. Like the better-known Model United Nations (MUN), MAC is a form of simulation pedagogy, an experiential learning process in which secondary-school pupils or university students comprehend the nature and importance of complex issues such as sustainable development by imagining themselves as diplomats trying to negotiate a common approach to them. After demonstrating the educational value of diplomatic simulations in general, I introduce MUN as its most popular form, and I assess a case-study of a global MUN program designed to advance knowledge and action among youth in respect of the UN Sustainable Development Goals. This case-study, taken together with the structure, subject-matter and educational value of MAC itself, strongly suggests that MAC can be used to advance knowledge and action among both Arctic and non-Arctic youth in respect of Arctic sustainable development, including understanding how the notion of sustainable development is both contested in general and contextualized in the Arctic. Combining this analysis with professional experience, I offer practical recommendations to educators about the effective design and use of MAC and other simulation pedagogies.
{"title":"Model Arctic Council for sustainable development","authors":"A. Speca","doi":"10.1080/1088937X.2023.2210315","DOIUrl":"https://doi.org/10.1080/1088937X.2023.2210315","url":null,"abstract":"ABSTRACT I argue that Model Arctic Council (MAC) has a role to play in Arctic sustainable development. Like the better-known Model United Nations (MUN), MAC is a form of simulation pedagogy, an experiential learning process in which secondary-school pupils or university students comprehend the nature and importance of complex issues such as sustainable development by imagining themselves as diplomats trying to negotiate a common approach to them. After demonstrating the educational value of diplomatic simulations in general, I introduce MUN as its most popular form, and I assess a case-study of a global MUN program designed to advance knowledge and action among youth in respect of the UN Sustainable Development Goals. This case-study, taken together with the structure, subject-matter and educational value of MAC itself, strongly suggests that MAC can be used to advance knowledge and action among both Arctic and non-Arctic youth in respect of Arctic sustainable development, including understanding how the notion of sustainable development is both contested in general and contextualized in the Arctic. Combining this analysis with professional experience, I offer practical recommendations to educators about the effective design and use of MAC and other simulation pedagogies.","PeriodicalId":46164,"journal":{"name":"Polar Geography","volume":"80 1","pages":"41 - 61"},"PeriodicalIF":2.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90610431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/1088937X.2023.2210177
A. Sergunin, M. Gutenev
ABSTRACT This study examines how teaching sustainable development (SD) is organized in the Russian universities responsible for training specialists for the Arctic. The empirical data for the study are drawn from Russian universities’ curricula and course syllabi. The paper discusses both achievements and problems related to the integration of SD courses into university programs. On the one hand, SD-related disciplines became an integral part of many natural and social sciences training programs. On the other hand, some problems can be identified: First, very few courses and programs are based on the so-called integrated approach to the SD concept which includes all components of sustainability. Second, not all UN Sustainable Development Goals are properly covered by university curricula. Third, some university teachers prefer the concept of resilience rather than sustainability, considering it more realistic. Fourth, many SD courses and programs tend to ignore indigenous knowledge about SD strategies. Fifth, not all Arctic SD-related university programs and courses are properly equipped with teaching materials. Finally, many SD courses are of a purely theoretical character and, for this reason, not very helpful for practical application of knowledge and skills acquired by students.
{"title":"Teaching the Arctic’s sustainable development at Russian universities","authors":"A. Sergunin, M. Gutenev","doi":"10.1080/1088937X.2023.2210177","DOIUrl":"https://doi.org/10.1080/1088937X.2023.2210177","url":null,"abstract":"ABSTRACT This study examines how teaching sustainable development (SD) is organized in the Russian universities responsible for training specialists for the Arctic. The empirical data for the study are drawn from Russian universities’ curricula and course syllabi. The paper discusses both achievements and problems related to the integration of SD courses into university programs. On the one hand, SD-related disciplines became an integral part of many natural and social sciences training programs. On the other hand, some problems can be identified: First, very few courses and programs are based on the so-called integrated approach to the SD concept which includes all components of sustainability. Second, not all UN Sustainable Development Goals are properly covered by university curricula. Third, some university teachers prefer the concept of resilience rather than sustainability, considering it more realistic. Fourth, many SD courses and programs tend to ignore indigenous knowledge about SD strategies. Fifth, not all Arctic SD-related university programs and courses are properly equipped with teaching materials. Finally, many SD courses are of a purely theoretical character and, for this reason, not very helpful for practical application of knowledge and skills acquired by students.","PeriodicalId":46164,"journal":{"name":"Polar Geography","volume":"14 1","pages":"18 - 40"},"PeriodicalIF":2.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86968211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.1080/1088937X.2022.2141905
Ranjan Datta
ABSTRACT For centuries, Indigenous Elders and Knowledge-keepers (IEKK) and their land-based stories have played a vital role in environmental sustainability. Following the Indigenist relational theoretical framework, in this article, I honor and respect IEKK as scientists for their community and their traditional land-based stories as scientific knowledge for their environmental sustainability. As a visible minority immigrant researcher and educator on the Indigenous land known as Canada, IEKK land-based stories helped me rethink who I am as an Indigenist environmental researcher when I learn about my responsibilities from Indigenous communities. Following the Indigenist methodology and research framework, I used deep listening and reflective journal writing as my research methods. I also highlighted how my learning from IEKK land-based stories could help me take responsibility to rethink, relearn, and reshape us as environmental researchers.
{"title":"Land-based environmental sustainability: a learning journey from an Indigenist researcher","authors":"Ranjan Datta","doi":"10.1080/1088937X.2022.2141905","DOIUrl":"https://doi.org/10.1080/1088937X.2022.2141905","url":null,"abstract":"ABSTRACT For centuries, Indigenous Elders and Knowledge-keepers (IEKK) and their land-based stories have played a vital role in environmental sustainability. Following the Indigenist relational theoretical framework, in this article, I honor and respect IEKK as scientists for their community and their traditional land-based stories as scientific knowledge for their environmental sustainability. As a visible minority immigrant researcher and educator on the Indigenous land known as Canada, IEKK land-based stories helped me rethink who I am as an Indigenist environmental researcher when I learn about my responsibilities from Indigenous communities. Following the Indigenist methodology and research framework, I used deep listening and reflective journal writing as my research methods. I also highlighted how my learning from IEKK land-based stories could help me take responsibility to rethink, relearn, and reshape us as environmental researchers.","PeriodicalId":46164,"journal":{"name":"Polar Geography","volume":"20 1","pages":"3 - 17"},"PeriodicalIF":2.6,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79877580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/1088937X.2022.2152124
Carie Green, M. Blake, Sara Boersma, Kyle D. Farris, E. Heslop, Kelly Kealy, Holly Williams
ABSTRACT This chapter magnifies the voices of Alaskan children in considering education for sustainability in the Arctic. The collaborative research explored how children understood and enacted environmental stewardship in three distinct Alaskan locations: Interior Alaska, the Kenai peninsula, and a rural southwest Alaska Native village. Honoring children’s agency, the study involved child-centered research methods, including children’s drawings and descriptions, role-playing, class discussions, and video tours utilizing wearable cameras. Findings revealed common themes of environmental stewardship, yet the way children perceived and enacted stewardship varied according to the social, cultural, and geographical contexts. Cleaning up litter was perceived as immediate and important for children from Kenai and the southwest Alaskan village, yet it was scarcely mentioned by Interior Alaskan children. Interior Alaskan children emphasized pet care, while children from Kenai and the southwest Alaskan village discussed animal care in relation to hunting and fishing ethics. Care for plants was less common than care for snow. Children’s spatial autonomy, sense of belonging and personal connection with place, plays an important role in the development of competencies to live more sustainably on the land. Findings point towards contextualized and child-centered approaches to promote children’s agency to act in and for their environments.
{"title":"Alaskan children’s perspectives of environmental stewardship in a changing Arctic environment","authors":"Carie Green, M. Blake, Sara Boersma, Kyle D. Farris, E. Heslop, Kelly Kealy, Holly Williams","doi":"10.1080/1088937X.2022.2152124","DOIUrl":"https://doi.org/10.1080/1088937X.2022.2152124","url":null,"abstract":"ABSTRACT This chapter magnifies the voices of Alaskan children in considering education for sustainability in the Arctic. The collaborative research explored how children understood and enacted environmental stewardship in three distinct Alaskan locations: Interior Alaska, the Kenai peninsula, and a rural southwest Alaska Native village. Honoring children’s agency, the study involved child-centered research methods, including children’s drawings and descriptions, role-playing, class discussions, and video tours utilizing wearable cameras. Findings revealed common themes of environmental stewardship, yet the way children perceived and enacted stewardship varied according to the social, cultural, and geographical contexts. Cleaning up litter was perceived as immediate and important for children from Kenai and the southwest Alaskan village, yet it was scarcely mentioned by Interior Alaskan children. Interior Alaskan children emphasized pet care, while children from Kenai and the southwest Alaskan village discussed animal care in relation to hunting and fishing ethics. Care for plants was less common than care for snow. Children’s spatial autonomy, sense of belonging and personal connection with place, plays an important role in the development of competencies to live more sustainably on the land. Findings point towards contextualized and child-centered approaches to promote children’s agency to act in and for their environments.","PeriodicalId":46164,"journal":{"name":"Polar Geography","volume":"3 1","pages":"293 - 310"},"PeriodicalIF":2.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83229474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/1088937X.2022.2155264
D. Hirshberg
ABSTRACT Too often, education is not viewed as a key discipline or field to include in the interdisciplinary mix for studying sustainable development in the Arctic, but rather is seen primarily as a means for disseminating the concepts and research findings to students. In this special issue of Polar Geography we set out to address the gap in the literature on education and sustainable development and to present a broader set of perspectives on the role education plays in achieving a sustainable future.
{"title":"Reframing the role of education and knowledge sharing in support of sustainable development in the Arctic","authors":"D. Hirshberg","doi":"10.1080/1088937X.2022.2155264","DOIUrl":"https://doi.org/10.1080/1088937X.2022.2155264","url":null,"abstract":"ABSTRACT Too often, education is not viewed as a key discipline or field to include in the interdisciplinary mix for studying sustainable development in the Arctic, but rather is seen primarily as a means for disseminating the concepts and research findings to students. In this special issue of Polar Geography we set out to address the gap in the literature on education and sustainable development and to present a broader set of perspectives on the role education plays in achieving a sustainable future.","PeriodicalId":46164,"journal":{"name":"Polar Geography","volume":"38 1","pages":"243 - 245"},"PeriodicalIF":2.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90588970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.1080/1088937X.2022.2105970
S. Windsor, G. Maxwell, Yngve Antonsen
ABSTRACT This article explores how teacher education institutions can better prepare teachers to help to create inclusive and sustainable self-determined Arctic communities. Building on the theoretical concepts of just sustainabilities, transgressive learning, the capabilities approach, and relational thinking within inclusive pedagogy, we propose that education for sustainable development (ESD) and inclusive education (IE) be more centrally situated across curriculum areas for all new teachers. To achieve this in practice, we suggest that teacher education programs need to better prepare new teachers to engage in critical participatory action research that empowers them to collaborate with Arctic communities.
{"title":"Incorporating sustainable development and inclusive education in teacher education for the Arctic","authors":"S. Windsor, G. Maxwell, Yngve Antonsen","doi":"10.1080/1088937X.2022.2105970","DOIUrl":"https://doi.org/10.1080/1088937X.2022.2105970","url":null,"abstract":"ABSTRACT This article explores how teacher education institutions can better prepare teachers to help to create inclusive and sustainable self-determined Arctic communities. Building on the theoretical concepts of just sustainabilities, transgressive learning, the capabilities approach, and relational thinking within inclusive pedagogy, we propose that education for sustainable development (ESD) and inclusive education (IE) be more centrally situated across curriculum areas for all new teachers. To achieve this in practice, we suggest that teacher education programs need to better prepare new teachers to engage in critical participatory action research that empowers them to collaborate with Arctic communities.","PeriodicalId":46164,"journal":{"name":"Polar Geography","volume":"58 1","pages":"246 - 259"},"PeriodicalIF":2.6,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87215140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-31DOI: 10.1080/1088937X.2022.2105972
H. Sadowsky, Nicolas D. Brunet, A. Anaviapik, Abraham Kublu, D. Henri
ABSTRACT Community leadership in Arctic environmental research is increasingly recognized to contribute to Indigenous self-determination and sustainable development in the Arctic. While experienced Inuit harvesters, hunters, trappers, and other recognized environmental knowledge experts are largely included in research, similar opportunities for Inuit youth remain limited. Our study explored pathways for community-based engagement in environmental research to serve as a form of experiential learning for Inuit youth and enhance capacity in Arctic communities. For that, we examined, through interviews and workshops, the perspectives of 41 northerners from Pond Inlet (Mittimatalik), Nunavut, including 19 Inuit youth aged between 18 and 35 years old. We found that mentor-mentee relationships between researchers and Inuit youth may enhance scientific literacy and complement traditional learning pathways and observational learning. On the other side, by engaging Inuit youth, researchers may benefit from the experiences and knowledge of this new generation of northern Indigenous peoples uniquely positioned to value multiple worldviews in designing studies that address local priorities.
{"title":"Inuit youth-engaged community-based environmental research as supporting local development in Nunavut, Canada","authors":"H. Sadowsky, Nicolas D. Brunet, A. Anaviapik, Abraham Kublu, D. Henri","doi":"10.1080/1088937X.2022.2105972","DOIUrl":"https://doi.org/10.1080/1088937X.2022.2105972","url":null,"abstract":"ABSTRACT Community leadership in Arctic environmental research is increasingly recognized to contribute to Indigenous self-determination and sustainable development in the Arctic. While experienced Inuit harvesters, hunters, trappers, and other recognized environmental knowledge experts are largely included in research, similar opportunities for Inuit youth remain limited. Our study explored pathways for community-based engagement in environmental research to serve as a form of experiential learning for Inuit youth and enhance capacity in Arctic communities. For that, we examined, through interviews and workshops, the perspectives of 41 northerners from Pond Inlet (Mittimatalik), Nunavut, including 19 Inuit youth aged between 18 and 35 years old. We found that mentor-mentee relationships between researchers and Inuit youth may enhance scientific literacy and complement traditional learning pathways and observational learning. On the other side, by engaging Inuit youth, researchers may benefit from the experiences and knowledge of this new generation of northern Indigenous peoples uniquely positioned to value multiple worldviews in designing studies that address local priorities.","PeriodicalId":46164,"journal":{"name":"Polar Geography","volume":"105 1","pages":"275 - 292"},"PeriodicalIF":2.6,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78217674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-27DOI: 10.1080/1088937X.2022.2105971
Kathy Snow, D. Obed
ABSTRACT As a reaction to imposed education systems, traditional land-based education can be viewed as a source of resistance against a capitalist settler state, and most importantly, for the maintenance of Indigenous autonomy and sovereignty. However, formal k-12 learning environments are dominated by values systems and orientations to environmental education that potentially undermine Indigenous land-based education values and approaches. Within Canada, though there is a growing body of literature outlining the advantages of land-based learning for academic success and student well-being in public schools, funding models and policy restrictions have been slower to change and can impede implementation. With this article we hope to add to the growing body of evidence, supporting land-based learning as a legitimate pedagogy in public education. We approach this through a cross-case analysis of the results of two separate research projects and identifying the parallel themes, which emerged: youth resilience, Inuit autonomy, and authenticity in learning. Although our results focus on the development of individuals, within our conclusion we extend the argument toward systemic changes needed in Canadian public education not only as an act of decolonization but in supporting the development of Innumarik.
{"title":"Toward Inummarik (well-balanced humans): an investigation of the role of land-based learning programs in public education","authors":"Kathy Snow, D. Obed","doi":"10.1080/1088937X.2022.2105971","DOIUrl":"https://doi.org/10.1080/1088937X.2022.2105971","url":null,"abstract":"ABSTRACT As a reaction to imposed education systems, traditional land-based education can be viewed as a source of resistance against a capitalist settler state, and most importantly, for the maintenance of Indigenous autonomy and sovereignty. However, formal k-12 learning environments are dominated by values systems and orientations to environmental education that potentially undermine Indigenous land-based education values and approaches. Within Canada, though there is a growing body of literature outlining the advantages of land-based learning for academic success and student well-being in public schools, funding models and policy restrictions have been slower to change and can impede implementation. With this article we hope to add to the growing body of evidence, supporting land-based learning as a legitimate pedagogy in public education. We approach this through a cross-case analysis of the results of two separate research projects and identifying the parallel themes, which emerged: youth resilience, Inuit autonomy, and authenticity in learning. Although our results focus on the development of individuals, within our conclusion we extend the argument toward systemic changes needed in Canadian public education not only as an act of decolonization but in supporting the development of Innumarik.","PeriodicalId":46164,"journal":{"name":"Polar Geography","volume":"283 1","pages":"260 - 274"},"PeriodicalIF":2.6,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77932327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/1088937X.2022.2105969
Michelle Fernandes, K. Rasouli, P. Golubkin, A. Dolatshah, Iuliia Radchenko, U. Prokhorova, Abhilasha Dixit, Akhil E. Prakash, Arun Arunkarthik, Asutosh Acharya, Balaji Senapati, B. Nela, Chinmay Shah, M. Chitra, Deepak Kumar, Jaishree Neelam, T. M. Midhuna, P. Behera, P. Thind, P. K. Pradhan, Riju, Rohit Kumar, S. Choudhary, Shui Yu, V. Chandra, Yue Sun, Yong Liu, Zubair Ahmad Sofi, Richard Davy, E. Shalina
ABSTRACT The rapid evolution of science compels renewal of a knowledge-based policy, particularly in cold regions. In the Arctic and Himalayas, which have undergone a significant climate change, there is a disconnect between scientific knowledge and the practices of policy. The rising air temperatures, decreasing ice and snow, increasing precipitation and plastic waste pollutants and the Atlantification of the Arctic Ocean by receiving warmer and saltier water from the Atlantic Ocean call for scientific research questions to strengthen the linkage between science and policy. The Arctic amplification can have remote impacts on other parts of the globe through oceanic and atmospheric teleconnections. Hence, researchers need to push the frontiers of scientific discoveries through multidisciplinary and collaborative approaches in the Arctic Ocean along with connections to the Third Pole – Himalayas. The overall objectives of this paper are to explore how a comparison of the Arctic and the Third Pole is valuable for understanding the Arctic and global biogeophysical processes in this epoch of anthropogenic climate change; provide a strong linkage between the Arctic scientific research and its relevance to society; and help advance a more sustainable future for the Arctic, the Third Pole and the globe.
{"title":"Comparing recent changes in the Arctic and the Third Pole: linking science and policy","authors":"Michelle Fernandes, K. Rasouli, P. Golubkin, A. Dolatshah, Iuliia Radchenko, U. Prokhorova, Abhilasha Dixit, Akhil E. Prakash, Arun Arunkarthik, Asutosh Acharya, Balaji Senapati, B. Nela, Chinmay Shah, M. Chitra, Deepak Kumar, Jaishree Neelam, T. M. Midhuna, P. Behera, P. Thind, P. K. Pradhan, Riju, Rohit Kumar, S. Choudhary, Shui Yu, V. Chandra, Yue Sun, Yong Liu, Zubair Ahmad Sofi, Richard Davy, E. Shalina","doi":"10.1080/1088937X.2022.2105969","DOIUrl":"https://doi.org/10.1080/1088937X.2022.2105969","url":null,"abstract":"ABSTRACT The rapid evolution of science compels renewal of a knowledge-based policy, particularly in cold regions. In the Arctic and Himalayas, which have undergone a significant climate change, there is a disconnect between scientific knowledge and the practices of policy. The rising air temperatures, decreasing ice and snow, increasing precipitation and plastic waste pollutants and the Atlantification of the Arctic Ocean by receiving warmer and saltier water from the Atlantic Ocean call for scientific research questions to strengthen the linkage between science and policy. The Arctic amplification can have remote impacts on other parts of the globe through oceanic and atmospheric teleconnections. Hence, researchers need to push the frontiers of scientific discoveries through multidisciplinary and collaborative approaches in the Arctic Ocean along with connections to the Third Pole – Himalayas. The overall objectives of this paper are to explore how a comparison of the Arctic and the Third Pole is valuable for understanding the Arctic and global biogeophysical processes in this epoch of anthropogenic climate change; provide a strong linkage between the Arctic scientific research and its relevance to society; and help advance a more sustainable future for the Arctic, the Third Pole and the globe.","PeriodicalId":46164,"journal":{"name":"Polar Geography","volume":"6 1","pages":"197 - 225"},"PeriodicalIF":2.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85605417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/1088937X.2022.2105973
J. Ramage, Leneisja Jungsberg, Alexandra L Meyer, S. Gartler
ABSTRACT Permafrost characterizes ground conditions in most of the Arctic and is increasingly thawing. While environmental consequences of permafrost thaw are under intense scrutiny by natural and life sciences, social sciences' studies on local communities' perceptions of change is thus far limited. This hinders the development of targeted adaptation and mitigation measures. We present the results of a survey on communities' perceptions of permafrost thaw, with a focus on subsistence activities, carried out between 2019 and 2020 in Aklavik (Northwest Territories, Canada), Longyearbyen (Svalbard, Norway), and Qeqertarsuaq (Qeqertalik Municipality, Greenland). Results show that the majority of the 237 participants are well aware of the consequences of permafrost thaw on the landscape as well as the connection between increased air temperature and permafrost thaw. The majority perceive permafrost thaw negatively although they do not perceive it as a challenge in all life domains. Permafrost thaw is perceived as a major cause for challenges in subsistence activities, infrastructure, and the physical environment. Different perceptions within the three study communities suggests that perceptions of thaw are not solely determined by physical changes but also influenced by factors related to the societal context, including discourses of climate change, cultural background, and land use.
{"title":"‘No longer solid’: perceived impacts of permafrost thaw in three Arctic communities","authors":"J. Ramage, Leneisja Jungsberg, Alexandra L Meyer, S. Gartler","doi":"10.1080/1088937X.2022.2105973","DOIUrl":"https://doi.org/10.1080/1088937X.2022.2105973","url":null,"abstract":"ABSTRACT Permafrost characterizes ground conditions in most of the Arctic and is increasingly thawing. While environmental consequences of permafrost thaw are under intense scrutiny by natural and life sciences, social sciences' studies on local communities' perceptions of change is thus far limited. This hinders the development of targeted adaptation and mitigation measures. We present the results of a survey on communities' perceptions of permafrost thaw, with a focus on subsistence activities, carried out between 2019 and 2020 in Aklavik (Northwest Territories, Canada), Longyearbyen (Svalbard, Norway), and Qeqertarsuaq (Qeqertalik Municipality, Greenland). Results show that the majority of the 237 participants are well aware of the consequences of permafrost thaw on the landscape as well as the connection between increased air temperature and permafrost thaw. The majority perceive permafrost thaw negatively although they do not perceive it as a challenge in all life domains. Permafrost thaw is perceived as a major cause for challenges in subsistence activities, infrastructure, and the physical environment. Different perceptions within the three study communities suggests that perceptions of thaw are not solely determined by physical changes but also influenced by factors related to the societal context, including discourses of climate change, cultural background, and land use.","PeriodicalId":46164,"journal":{"name":"Polar Geography","volume":"249 1","pages":"226 - 239"},"PeriodicalIF":2.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75064442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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