JOURNAL ARTICLE
Leading with Local Knowledge: Climate Adaptation, Local Knowledge, and Participation in Austin, Texas' Network of Plans and the Co-Designed Climate Navigators' Tool and Process.
Published In: Journal of Planning Education & Research, 2024, v. 44, n. 4. P. 2041 1 of 3
Database: Art Source Ultimate 2 of 3
Authored By: Lieberknecht, Katherine 3 of 3
Abstract
This article examines the extent to which Austin, Texas' network of municipal plans incorporates resident participation, community engagement, equity, and local knowledge in climate adaptation planning. The analysis of seven key plans reveals limited inclusion of these elements, with most plans emphasizing one-way information sharing rather than two-way knowledge exchange, and few efforts to recruit or accommodate diverse populations. To address this gap, the article presents a case study of the Dove Springs Climate Navigators program, a collaboration among residents, a community-based organization (Go Austin! Vamos Austin!), the City of Austin, and university researchers, which co-designed an online portal and training system to integrate local knowledge into adaptation planning. This program emphasizes procedural, distributive, and recognitional justice by compensating participants, providing bilingual materials, and fostering inclusive engagement, offering a model for enhancing equitable climate adaptation through community-driven knowledge co-production.
Additional Information
- Source:Journal of Planning Education & Research. 2024/12, Vol. 44, Issue 4, p2041
- Document Type:Article
- Subject Area:Geography and Cartography
- Publication Date:2024
- ISSN:0739-456X
- DOI:10.1177/0739456X221144610
- Accession Number:180731882
- Copyright Statement:Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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