TakingITGlobal

Governments must meaningfully include youth in city decision-making. There are multiple ways that governments can collaborate with youth. To begin, it is imperative that all levels of government establish effective youth councils with representatives that reflect the diversity of their youth populations, and publicize these councils among schools. Councils can be a platform for youth to have their voices heard by the local community along with city and national officials. To make the youth voice more credible, we support paid internships for youth in government positions, as well as government support of action projects for youth. For instance, Shauna, a student from Calgary, Canada, worked with the government to create funds for solar panels on schools. We believe that students in every city must have opportunities like this. Climate change policy development must benefit marginalized populations. If governments and schools empower and enable youth participation from all parts of the city and all types of schools, climate conversations will consist of more critical opinions and points of view. It is important to overcome inequity through collaborative actions that teach and listen with marginalized groups as equals. When all populations are included and valued, solutions are more likely to be equitable, scalable, feasible and robust, by limiting negative impacts on vulnerable populations. Complexities In making these recommendations, we are aware that a multitude of solutions will be required to adequately address the climate crisis. In fact, solutions for a problem in one place may inadvertently result in a negative consequence somewhere else, even within a single community. This must be taken into account when trying to resolve climate issues; every solution requires an iterative approach. II. Education and Updated Curriculum Action points: ● Climate change must be integrated into the whole school, all grade levels, and be taught cross-curricularly. ● Schools and cities must work together to develop and use spaces for students to collaborate with other students, members of their communities and cities, and experts in the industries related to climate change, in order to find and implement viable means of addressing this issue. ● Schools must prepare students for climate disasters and involve young people in developing disaster readiness responses. Climate change learning and action must be integrated into the whole school, at all grade levels, and be taught cross-curricularly. To engage students, climate change is a topic that must not only be integrated into science classes, but into all aspects of student learning. For example, students could explore climate change through mathematical word problems, discussing articles related to climate change in Language classes, or using Fine Arts classes to promote climate justice campaigns. We can take inspiration from Ghanaian artist Økuntakinte who creates art pieces from e-waste to reduce the volume of garbage burned up in his city, Accra. What students learn in school will allow students to address climate change through multiple angles. Moreover, older students must also learn to act as mentors to students in younger grades to offer advice and encourage them with hope. All of these unique integrations also hold opportunities for students to connect their climate learning to their cities and local communities, as we outline in more detail below. 4

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