The publication argues that current efforts to improve the well-being of men and boys of color are too fragmented, failing to account for the structural linkages between systems like education, employment, and criminal justice. It proposes a new, holistic framework that traces how structural conditions flow through multiple domains to measurable outcomes, such as longevity. Key reasoning emphasizes the need to treat 'place' as a fundamental actor and to identify successful communities where these populations are already thriving. Policy implications require shifting away from individual-focused interventions toward developing structural, place-based agendas that address systemic inequities.
Climate education in action: A collective agenda for building resilient education ecosystems
English Summary
Climate change is disrupting education and deepening inequality, necessitating schools to become central hubs for building resilience. Research from Brookings and CARE Zimbabwe highlights that low-tech, community-based approaches—such as climate clubs, school gardens, and play-based learning—are effective for climate education in Eastern and Southern Africa. These methods, when supported by teacher training and community engagement, transform climate awareness into actionable resilience. Policymakers must focus on integrating climate education into national curricula and developing robust support systems for educators to ensure sustainable, systemic change.
中文摘要
氣候變遷正在擾亂教育體系並加深不平等，因此，學校必須成為建立韌性的核心樞紐。來自布魯金斯學會（Brookings）和CARE津巴布韋的研究指出，在東非和南部非洲地區，低技術、社區導向的方法——例如氣候俱樂部、學校菜園和遊戲式學習——對於氣候教育非常有效。這些方法若能結合教師培訓和社區參與，便能將氣候意識轉化為可行動的韌性。政策制定者必須著重於將氣候教育整合到國家課程大綱中，並建立穩健的教育工作者支援系統，以確保實現可持續的系統性變革。
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