Climate Emergency Questionnaire
We invite your thoughts and ideas in relation to any or all of the following questions. You can provide answers only to the question(s) that interest you. These answers will be built into a platform for climate action. You can answer in relation to the School as a whole, or to a specific school or unit with it.
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1. KNOWLEDGE SKILLS, COMPETENCIES, AND CAPACITIES: What capacities, knowledges, competencies and skills should the School focus on building so that students, faculty, and staff are equipped to engage effectively with the climate emergency and to advance climate justice?
2. DEGREES, CURRICULUM, AND COURSE OFFERINGS: What changes or additions should the School make to our degrees, curriculum requirements and course offerings to build the capacities needed for effective climate change/climate justice education and action?
3. RESEARCH: What changes or initiatives should the School develop to build research capacity and shift research efforts towards projects that focus on producing knowledge that directly confronts the climate emergency and advances climate justice?
4. GRASSROOTS KNOWLEDGE AND YOUTH PARTICIPATION: People and movements on the frontlines, often marginalized communities, often know and do more on climate change and climate justice than established institutions (including universities), and can be less constrained by pressures of business as usual. But their knowledge and leadership is often hampered by the hierarchies of power, accreditation and “expertise” built into institutions (including universities). What initiatives and changes can the School implement to enable grassroots actors to reshape and guide educational, research and action/public engagement agendas on the basis of their hands-on knowledges, interests and expertise?
5. GOVERNANCE AND INSTITUTIONAL ORGANIZATION: What changes or additions can be made to the School's governance structure, decision-making bodies/processes and cross-constituency organizing (involving students, faculty, staff and/or partners) so that it can better respond to the urgency of climate change and to the demands of climate justice?
6. RESOURCE ALLOCATION: How can the School change the way it allocates its financial or other resources to significantly raise the level of institutional commitment to address the climate emergency and advance climate justice? What types of initiatives or specific projects should the School endeavor to fund in this regard?
7. DIVERSITY AND JUSTICE: What initiatives or changes should the School invest in to substantially diversify its student, faculty and staff community in ways that centers diversity in participation, influence, voices, knowledges, concerns and experiences of populations impacted by environmental and climate injustice and of grassroots actors with hands on expertise and knowledge? (This could be, e.g., regarding curriculum design and implementation, recruitment, governance, budget allocations,  public engagement, outreach; in relation to frontline communities, grassroots movements, Global South people, people of color, working-class people, women, Indigenous people, migrants)
8. DIVESTMENT AND WITHDRAWAL FROM HARMFUL PRACTICES: What actions should the School take to divest from practices, organizing structures and educational/research approaches that contribute to climate injustices and other related harms and shift to just and sustainable practices? What changes do we have to make as a School to avoid complicity in perpetuating climate/environmental injustice?
9. PUBLIC ENGAGEMENT WITH DIFFERENT OUTSIDE ACTORS: What public engagement changes and climate justice oriented initiatives should the School pursue to better engage with outside actors such as: (a) frontline/CJ/EJ communities (e.g., people of the Global South, people of color, working-class people, women, Indigenous people, migrants); (b) governmental and (c) intergovernmental actors and policy spheres, (d) non-governmental actors (social movements, civil soc. orgs, NGOs), (e) private sector, (f) media/media representation (whether outside and our own institutional media), and/or (G) youth?
10. ENHANCING IMPACTS BEYOND THE UNIVERSITY: What can colleges/universities/graduate schools do -- beyond teaching and research -- to have important impacts on climate change and to advance climate justice especially over the next 3-5 years?
11. BUILDING COMPETENCIES AND INITIATIVES ALONG WITH AND TO SUPPORT YOUTH AND MOVEMENT ACTIVISTS: What competencies are critical for youth cadres/cohorts/movement activists to develop that college/university/graduate school is (potentially) suited to collaborate or help in developing?
12. CLIMATE EMERGENCY DECLARATION & DRAFT ACTION PLAN: Share with us any ideas, contributions, thoughts or proposals you have in response to, or to be added to the Climate Emergency Declaration and the Draft Action Plan (accessible here: https://docs.google.com/document/d/1WHstVLjTHbXNPto3eNjACo_ZJupCPTOOOXAnWxxhgdI/edit?usp=sharing):
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