BRIEFING
Class of 2030: learning net zero What recommendations will students currently at university make for those who need to tackle the demands of climate emergency by 2030?
Knowledge transfer in the era of climate emergency Nikolett Puskas
University College London
COP26 is coming up – we had COP25 in 2019 and the Paris Agreement (adopted in 2015). What have we achieved from the targets set then? Are we on track for a favourable future scenario? How does the declared state of climate emergency translate to everyday practices of different sectors and stakeholders? How are we, as individuals, professionals, firms, unions, and higher institutions addressing the pressing challenges the emergency poses on us? Are we doing the best we can, or even ‘enough’? What possible actions can we take to ‘build back better’ (to quote the UN on the pathways out of the global pandemic)? Teaching anad learning will have to start with some critical self-reflection and courage to avoid shying away from tough questions. We have to unlearn. We have to co-create knowledge around the global challenges, and their tangible impacts on our everyday lives. Then, as we collaboratively explore and gain deeper understanding, can we develop strategies and responses to successfully address ambitious climate change targets. We have to change our old ways that got us here, and I think this change will only come from 16
deeper understanding. Professionals have to connect theory and practice and, in my opinion, this means we have to ‘get out there’, reconnect with and get to know the spaces we address as landscape architects, planners and managers. The next generation of professionals in these fields should be encouraged to adopt this approach, and become facilitators and advocates for more inclusive and transformative approaches. It would also be of crucial importance to facilitate knowledge transfer and co-creation in outside physical spaces that are under study/ design/subject to climate-conscious transformation. This would be a step towards both reclaiming the right to the city and the right for environmental justice. As a good practical example to illustrate the above, I would like to reference Extinction Rebellion, which started in the UK in 2018 and became a global environmental direct-action movement. As a personal example to illustrate the important quality of
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authenticity or leading by example and that no act is too small, I would like to invite everyone to look at our MOVE! Beirut project: www.instagram.com/ movebeirut/. It is funded by a UCL Beacon Bursary, realised to address people’s mental and physical wellbeing after the Beirut explosions on 4th August 2020, and demonstrates access and multiple possibilities to use public spaces. The project was a close collaboration between Muay Thai teacher, Kru Yai Rocky Kiblawi from Team Shogun and myself from UCL, with additional local venue partners in Beirut. It is an example of how academic research and theory can be put into practice for public good – free and accessible to all, situated in public spaces. Nikolett Puskas is a PhD candidate at the Institute for Global Prosperity, University College London, holds an MSc in Leadership for Global Sustainable Cities, an MA in Sustainable Design, and a BSc in Light Industrial Engineering.
1. Classes of MOVE! Beirut taking place at Nation Station, an abandoned petrol station reclaimed by a group of grassroots activists in Geitawi. The initiative provides free classes whilst demonstrating the multi-use possibilities of public spaces. © Christy Samaha
We have to co-create knowledge around the global challenges, and their tangible impacts on our everyday lives.
