georgie schafer

For me, climate justice is intricately tied to communities, power, and relationships. Any type of justice is ultimately linked to systems of power like race, class, gender, etc. as well as organizational systems of power like governments. In this way, I believe that we need to critically interrogate and transform such systems in order to create more just futures for lands and people who are most impacted. Climate justice isn't just about planting trees or reducing carbon emissions; it includes things like how/if communities are able to access fresh foods, who has access to certain lands, and disproportionalities in neighborhood resources. I feel strongly that relationality is an important tool in addressing climate justice: the ways that people, communities, and organizations are in relationship with one another – as well as with land – has a profound impact on our collective ability to enact change.

As a PhD candidate in education, I navigate between roles as an educator, researcher, and student. In my PhD work, I am primarily focused on exploring the role of reciprocity in university-community partnerships (UCPs) in community-based science education. I feel that reciprocity is a lens that can foster more equitable and meaningful UCPs. I also believe that reciprocity can enable partners to reimagine science education in ways that are more responsive to the lived cultures, communities, and values of youth (and adults). Through my work, I strive to continually explore and understand how reciprocity can be integrated into teaching, research, and practice in ways that can make partnerships and science education more equitable, sustainable, and meaningful.