Journal Articles

Jones, L, Parsons, K, Halstead, F, Wolstenholme, J (2023) Reimaging activism to save the planet: using transdisciplinary and participatory methodologies to support collective youth action, Children & Society, 38(3), pp.823-838, ISSN: 0951-0605. DOI: 10.1111/chso.12819.

Jones, L, Parsons, K, Halstead, F, Nguyen, DN, Pham, HTM, Pham, D-L, Allison, CR, Chew, M, Bird, E, Meek, A, Buckton, SJ, Nguyen, KL, Williams, AL, Vo, TT, Le, H, Nguyen, ATQ, Hackney, CR, Parsons, D (2023) Conversations on grief and hope: a collaborative autoethnographic account exploring the lifeworlds of international youth engaged with climate action, Journal of the British Academy, 11(s3), pp.69-117, DOI: 10.5871/jba/011s3.069.

Parsons, K and Halstead, F (2022) Gendered childhoods and the inequity of accessing the outdoors, Area, 54(4), pp.574-578, ISSN: 0004-0894. DOI: 10.1111/area.12831.

Hayes, T, Walker, C, Parsons, K, Arya, D, Bowman, B, Germaine, C, Lock, R, Langford, S, Peacock, S, Thew, H (2022) In it together! Cultivating space for intergenerational dialogue, empathy and hope in a climate of uncertainty, Children's Geographies, 21(5), pp.803-818, ISSN: 1473-3285. DOI: 10.1080/14733285.2022.2121915.

Jones, L, Halstead, F, Parsons, K, Le, H, Bui, LTH, Hackney, CR, Parsons, D (2021) 2020-vision: understanding climate (in)action through the emotional lens of loss, Journal of the British Academy, 9(s5), pp.29-68, DOI: 10.5871/jba/009s5.029.

Halstead, F, Parsons, LR, Dunhill, A, Parsons, K (2021) A journey of emotions from a young environmental activist, Area, 53(4), pp.708-717, ISSN: 0004-0894. DOI: 10.1111/area.12745.

Parsons, K and Traunter, J (2019) Muddy knees and muddy needs: parents perceptions of outdoor learning, Children's Geographies, 18(6), pp.699-711, ISSN: 1473-3285. DOI: 10.1080/14733285.2019.1694637.

Books

Parsons, K (2023) The Mystery of the Giant Claw Book One - The HedgeHunter Heroes, Fantastic Books Publishing, ISBN: 9781914060410.

Internet Publications

Parsons, K (2021) Humber Histories and Futures: Engaging Communities with the Challenges of Climate Change.

Parsons, KJ, Halstead, F, Jones, L (2021) How students can use storytelling to bring the dangers of climate change to life.

Parsons, K (2020) Favourable environment.

Other

Ockelford, A, Schauerman, J, MacRitchie, J, Follett, E, Klaar, M, Smith, M, Wolstenholme, J (2024) Using Acousmatic storytelling for flood risk engagement in unreached communities, Global flood risk is set to double by 2050. Adaptation to flood risk in a changing climate necessitates a radical reimagination of how we manage that risk. This reimagination has included a move away from using hard engineering solutions to one where interventions ‘work with nature’ & recognise rivers as complex, dynamic systems. Effective interventions using Nature Based Solutions (NBS) are increasingly recognised as capable of delivering multiple benefits including mitigation of drought & flooding, sediment capture, & habitat & biodiversity net gain. However, more importantly there is a recognition that NBS can also meet a wide range of community needs beyond biophysical goals, including support of community health & wellbeing & nature connectedness. Traditionally, the design & monitoring of NBS schemes has been data-intensive & localised with a ‘top down’ approach delivered by ‘experts’, retaining a hard engineering mindset. There has been little capacity, & appetite, for embedded community co-design of schemes and where community stakeholders are involved, engagement tends to be one way. As such, implementation of NBS schemes often meets resistance since they are at odds with community perceived values & interests and have little regard for community ownership. For successful broad-scale implementation of NBS, an improved scientific knowledge base needs to be coupled with effective co-production of shared narratives, purposes & goals with communities. Further, these shared visions need to reach out to communities that are not traditionally engaged in this sphere using methodologies that cross traditional disciplinary boundaries. Here we show the outputs from a project using Acousmatic storytelling which is a way of telling stories that uses recorded spoken word set within a composed soundscape that evokes memories and narratives of specific places and time periods. We worked with an intergenerational group of participants to develop an acousmatic story around the riverscapes of Liverpool, UK, detailing their experiences and memories of flooding as well as beginning to elicit what participants would want from the riverscapes in the future.  . DOI: 10.5194/egusphere-egu24-18346.

Richardson, S, Kamua, P, Parsons, KJ, Halstead, F, Ndirangu, I, Minh, VQ, Tri, VPD, Le, H, Pamme, N, Gitaka, J (2022) Attitudes towards a cafetiere-style filter system and paper-based analysis pad for soil nutrition surveillance in-situ: evidence from Kenya and Vietnam, <p>Routine monitoring of soil chemistry is needed for effective crop management since a poor understanding of nutrient levels affects crop yields and ultimately farmers’ livelihoods.<sup>1</sup> In low- and middle-income countries soil sampling is usually limited, due to required access to analytical services and high costs of portable sampling equipment.<sup>2</sup> We are developing portable and low-cost sampling and analysis tools which would enable farmers to test their own land and make informed decisions around the need for fertilizers. In this study we aimed to understand attitudes of key stakeholders towards this technology and towards collecting the data gathered on public databases which could inform decisions at government level to better manage agriculture across a country.</p><p><strong> </strong></p><p>In Kenya, we surveyed 549 stakeholders from Murang’a and Kiambu counties, 77% men and 23% women. 17.2% of these respondent smallholder farmers were youthful farmers aged 18-35 years with 81.9% male and 18.1% female-headed farming enterprises. The survey covered current knowledge of soil nutrition, existing soil management practices, desire to sample soil in the future, attitudes towards our developed prototypes, motivation towards democratization of soil data, and willingness to pay for the technology. In Vietnam a smaller mixed methods online survey was distributed via national farming unions to 27 stakeholders, in particular engaging younger farmers with an interest in technology and innovation.</p><p>Within the Kenya cohort, only 1.5% of farmers currently test for nutrients and pH. Reasons given for not testing included a lack of knowledge about soil testing (35%), distance to testing centers (34%) and high costs (16%). However, 97% of respondents were interested in soil sampling at least once a year, particularly monitoring nitrates and phosphates. Nearly all participants, 94-99% among the males/females/youths found cost of repeated analysis of soil samples costing around USD 11-12 as affordable for their business. Regarding sharing the collecting data, 88% believed this would be beneficial, for example citing that data shared with intervention agencies and agricultural officers could help them receive relevant advice.</p><p>In Vietnam, 87% of famers did not have their soil nutrient levels tested with 62% saying they did not know how and 28% indicating prohibitive costs. Most currently relied on local knowledge and observations to improve their soil quality. 87% thought that the system we were proposing was affordable with only 6% saying they would not be interested in trialing this new technology. Regarding the soil data, respondents felt that it should be open access and available to everyone.</p><p>Our surveys confirmed the need and perceived benefit for our proposed simple-to-operate and cost-effective workflow, which would enable farmers to test soil chemistry themselves on their own land. Farmers were also found to be motivated towards sharing their soil data to get advice from government agencies. The survey results will inform our further development of low-cost, portable analytical tools for simple on-site measurements of nutrient levels within soil.</p><p><strong> </strong></p><p>1. Dimkpa, C, <em>et al</em>, <em>Sustainable Agriculture Reviews</em>, 2017, 25, 1-43.</p><p>2. Zingore, S, <em>et al.</em>, <em>Better Crops</em>, 2015, <em>99 </em>(1), 24-26.</p>. DOI: 10.5194/egusphere-egu22-11797.

Parsons, KJ, Lloyd Williams, A, Skinner, C, Parsons, DR (2022) Immersive storytelling and the power of using 360 to amplify the experiences, agency and action of children and young people facing flood risk, <p>Flood hazard is projected to at least double by 2050 as a consequence of the impacts of climate change, meaning many more societies and communities will need to be able to mitigate and adapt to the resultant increase in flood risk.</p><p>One often overlooked aspect of flooding is the experiences of children and young people who also deal with disasters first-hand and who often have a very different viewpoint than adults.  In 2014 researchers (Lloyd Williams et al, 2017) worked with flood-affected children, using creative and participatory methodologies to explore their experiences and tell their story. The research gave the young people the opportunity to express their voice on this issue and take action, including the production of Children’s Flood Manifestos that called for changes in UK flood management. A key feature of these manifestos was the call for all children to receive flood education as part of the school curriculum.</p><p>The research reported herein takes up that call by seeking new and innovative ways to engage young people with flood education. As part of the work, the children’s flood stories have been brought to life through the use of immersive storytelling and 360 technologies. In the <em>Help Callum</em> and <em>Help S</em>ali immersive videos, generated via the project, the viewer gets to experience the children’s stories first-hand and develop an understanding of some of the issues that young people face during flood events. As part of the immersive journey the viewer is asked to think about what would have helped the children and how we could all be better prepared for flooding. To complement these films, we have co-created a suite of learning resources with teachers, young people and England’s Environment Agency, including links to the National Curriculum and the Sustainable Development Goals, exploring how the videos can be used to communicate and contribute to better understanding, and subsequent action, in response to flood risk among a new generation of young people.</p><p>The paper will show you how it is possible to not only communicate your science but also demonstrate how working with young people can help to build agency, self-esteem and be a means to taking meaningful action.</p><p>Lloyd Williams, A, Bingley, A, Walker, M, Mort, M. and Howells, V, 2017. “That’s Where I First Saw the Water”: Mobilizing Children’s Voices in UK Flood Risk Management. <em>Transfers</em>, <em>7</em>(3), pp.76-93.</p><p> </p>. DOI: 10.5194/egusphere-egu22-1529.

Parsons, K, Jones, L, Halstead, F, Le, H, Vo, TT, Hackney, CR, Parsons, D (2022) 2020 Vision: Using transdisciplinary approaches in understanding climate (in)action through youth led participation in mitigating hydrological extremes, We are the midst of a climate emergency requiring urgent climate action that is, as yet, unforthcoming both on the scale, and at the speed, commensurate with the associated hazard and risk. This paper presents work that considers this current state of inaction and explores how we might understand the underpinning processes of attitudinal and behavioural change needed through the emotional framework of loss.This inaction is also explored through the additional lens of the year 2020, a year of tumultuous social change created by the COVID–19 pandemic. The article draws parallels with and looks to learn from the ways in which the collective loss experienced as a result of COVID–19 may offer a sense of hope in the fight to adequately address climate change but how meeting the Sustainable Development Goals will require climate injustices to also be addressed. We argue that appropriate leadership that guides widespread climate action from all is best sought from those groups already facing the loss of climate change and therefore already engaged in climate-related social action and activism, including youth and Indigenous peoples.In this regard we present work from an ongoing project based within the Red River catchment (Vietnam), which is already experiencing enhanced hydrological extremes. Resultant floods, landslides and soil erosion in the upper region is having impacts in communities, whilst relative sea-level rises in the region are affecting the frequency and magnitude of flooding. Our research is working with young people and their communities, alongside social and environmental scientists in partnership, to identify imaginative ways to mitigate these climate change challenges and foster action. The paper will outline how this youth-led approach explores how local, traditional, and indigenous knowledges can develop understandings and strengthen local and societal resilience, incorporating peer-to-peer, intergenerational and cross-/inter-cultural forms of collaborative, and socially just, learning. DOI: 10.5194/egusphere-egu22-3568.

Parsons, K and Parsons, L (2021) The growth of youth activism: why we should listen to young people, Within the last few years, research into youth climate activism has increased following the ‘uprising’ of the youth voice and mass mobilisations like the #FridaysforFuture strikes for climate. As the Covid-19 pandemic spread and societies began to lockdown, concerns were raised that the climate agenda had been forgotten (Cockburn, 2020; Poidevin, 2020). However, while many adults have felt despair during these uncertain times, young people have risen to the challenge, mobilising online and continuing to push the climate agenda forward. This act of resilience has created new opportunities for young people to engage with the climate movement and in many cases the pandemic has highlighted what change is possible, giving the youth movement a greater momentum to become the change-makers of today, not just tomorrow..

Parsons, K and Wolstenholme, J (2021) Mapping hedgerow gaps and fostering positive environmental behaviours through a combination of citizen scientists and artificial intelligence, <p>To meet CO<sub>2</sub> reduction targets, the UK aims to plant c1.5 billion trees by 2050. Gaps within thousands of miles of hedgerows across the country are potentially suitable planting sites, but the extent of gaps and suitability for replanting are currently unknown. Maximising the potential growth of hedgerows however appears to receive relatively little attention compared with wide area tree planting. Hedgerow gaps present the opportunity for tree planting, contributing towards the annual tree-planting goals and net-zero CO2 plan as part of Defra’s 25-year objectives (HM Government, 2018), without requiring extensive land change.</p><p>Our ambitions of fostering a greener society and meeting net zero goals is heavily reliant on ensuring that children and youth are engaged with environmental concerns and have the right skills and knowledge for future careers. This project has been engaging with youth organisations to enhance their environmental and digital knowledge, whilst combining their input with state-of-the-art artificial-intelligence approaches. The open dataset created with public contributions will inform planting decisions whilst educating young people and citizens. The aligned education programme will provide resources detailing how new planting will drawdown CO<sub>2</sub>, reduce flood risk and increase biodiversity availability, ultimately fostering the participants as agents of change in addressing the climate crisis. </p><p>Citizens will be trained in hedgerow surveying techniques, with focus on both remote sensing/geographic information systems applications (GIS) and field surveying - enabling contributions from home (during COVID) as well as encouraging outdoor activity and learning. Through a series of surveys and tasks, citizens are able to utilise a smartphone device (or similar) to contribute new data into an open survey on hedgerow characteristics, simple field experimental measurements and images/videos, all whilst utilising the GPS built into the device. The objectives of the project are two-fold: first, data collected by citizens will be used to refine an existing deep learning model trained to identify hedgerow gaps from high-resolution earth observation imagery. Second, to encourage citizens to learn about and take ownership of their local environment, contributing to the fostering of a nation of climate champions.</p>. DOI: 10.5194/egusphere-egu21-9453.

Parsons, K, Halstead, F, Jones, L (2021) INtergenerational Stories of Erosion and Coastal community Understanding of REsilience ‘INSECURE’, <p>The Holderness has some of the most rapidly eroding coastline in the world, with sections of cliff retreating >10m per year. These rates are due, in large part, to the soft composition of the boulder clay cliffs, but rates are accelerating rapidly in response to climate drivers, particularly storminess and sea-level rise, which is increasing wave loading.</p><p>Withernsea High is a local community school situated close to the eroding cliffs and thus the school students see the day-to-day effects of their changing coastline.  Many of these pupils live within the communities that have ongoing threats of retreating cliffs, with many properties already lost into the sea.</p><p>The INSECURE project has used a matrix of participatory research methods to explore how young people engage, examine and understand coastal change within the context of their place within communities. Students were engaged in an education programme to skill them with knowledge and capability to capture their stories and the narratives of their communities. As such this study has been fully youth-led and participants have collected a suite of intergenerational stories from members of the community and the long-term impacts of coastal change. After analysing their data, the young people are using their voice to retell these stories using a variety of creative storytelling methods in order to re-engage their audiences. The outputs are a range of creative short stories, poems and photographs that enable these stories to be told through the eyes of youth.</p><p>The outcomes of this project will raise awareness and understanding of coastal change and how communities live with these natural processes that are being exacerbated by climate change and will also measure the impact of the project in addressing climate change knowledge and fostering engagement with the environment and broader social action within the communities.</p>. DOI: 10.5194/egusphere-egu21-9478.