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Children interact with their environments differently than adults and are uniquely affected by those interactions. In particular, scholars, activists and health professionals are concerned about the consequences of exposure to chemicals and other environmental hazards for children’s health. Children have the right to a healthy and safe environment, access to education, recreation and access to decision-making processes that address their needs. The East Austin Environmental Justice Project aims to engage children in activities that are useful, effective, and which will involve them in community-based research, design or policy making processes. The aim is to combine different knowledge systems and resources to overcome the fragmented approaches to youth and community development, and to facilitate collaboration and joint action between activists, scholars, policy makers, and also the youngest members of the community. As children assume more significant roles in community-based decision making, it is critical that researchers examine their biases and assumptions about children. When adults spend time with children, they soon discover that they have their own likes, dislikes, curiosities, and needs that are not the same as their parents or teachers. Yet, professionals and scholars most commonly ask parents and teachers what they think their children or students may need, rather than asking children directly. This may in part be due to the traditional structure of the "all-knowing" adult and the "all-learning" child, where young people are dependent on their parents and teachers for everything from food and shelter, to educational experiences. Because of the nature of these relationships, children may have difficulties voicing their opinions regarding the environmental quality of their neighborhood. Also, children’s perspectives, comments and stories must be understood and interpreted in the context of their concrete, everyday experience of place. This project aims to overcome these barriers by providing a space for children to present their voices through methods such as storyboarding, photography, and participatory research. References Kwan, Tammy and Chan, Eva, Children’s Preferential modes of spatial communication, HKCCCU LOGOS Academy, Hong Kong Kwan, T. (1996) Understanding Children’s Intuitive Experience and their Familiar Environments in the Teaching of Maps. In Gerber, R. & Lidstone, J. (Eds.) Development and Directions in Geographical Education. Channel View Publications. Lisben, L.S. & Downs, R.M. (1989) Understanding Maps as Symbols: the development of map concepts in children. Advances in Child Development and Behaviour, 22,145-201. Matthews, M.H. (1984) Environmental Cognition of Young Children: images of journey to school and home area. Transaction of the Institute British Geographers, 9,89-106. Skivenes, Marit and Astrid Strandbu. 2006. “A Child Perspective and Children’s” Participation.” Children, Youth and Environments 16(2): 10-27. TOX TOWN (National Library of Medicine's Educational Page for Children)
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