Climate change resiliency response from and within cross-cultural children activities

Abstract

While there are many studies about the environmental impacts of climate change, the role of cross-cultural children and their activities for climate change solutions has been a lesser focus of inquiry on climate change resiliency research. This paper discusses learning from reflective learning, Indigenous Elders land-based teaching, and music and arts learnings and positive interactions with cross-cultural children in a cross-cultural community garden. It is essential to know who we are as a colour settler family on Indigenous land (i.e., treaties six and seven territories known as Alberta and Saskatchewan in Canada). Our family has been involved with various cross-cultural children's activities in the community garden for over eight years. Learning together with cross-cultural children in a community garden assisted us in creating our belonging with land and people, building a cross-cultural community, and taking responsibility for climate change solutions. Following Indigenist research methodology, we used non-traditional stories such as growing foods, learning through Indigenous and intergenerational stories, father and daughter conversations, music, dance, and artwork. We hope learning about climate change solutions through cross-cultural children's activities in a community garden may inspire others to understand the importance of building a cross-cultural children's community for climate change solutions from and within everyday learning and practice.