Social, political, and cultural complexities observed in environmental justice (EJ) communities require new forms of investigation, science teaching, and communication. Defined broadly, participatory approaches can challenge and change inequity and mistrust in science. Here, we describe Project Harvest and the partnership building and co-generation of knowledge alongside four EJ communities in Arizona. From 2017 to 2021, Project Harvest centered learning around these communities and the participant experience drove the data sharing practice. The framework of sense-making is used to analyze how community scientists (CS) are learning within the context of environmental pollution and (in)justice. The environmental health literacy (EHL) framework is applied to document the acquisition of skills that enable protective decision-making and the capacity of CS to move along the EHL continuum. Using data from surveys, focus groups, and semi-structured interviews, we are asking how did: (1) Personal connections and local relevancy fuel sense-making? (2) Data sharing make pollution visible and connect to historical knowledge to either reinforce or modify their existing mental map around pollution? and (3) The co-creation process build data literacy and a relationship science? Results indicate that due to the program framing, CS personally connected with, and made sense of their data based on use and experience. CS synthesized and connected their pollution history and lived experiences with their data and evaluated contaminant transport. CS saw themselves as part of the process, are taking what they learned and the evidence they helped produce to adopt protective environmental health measures and are applying these skills to new contexts. Here, co-created science nurtured a new/renewed relationship with science. This science culture rooted in co-creation, fosters action, trust, and supports ongoing science engagement. The science learning that stems from co-created efforts can set the pace for social transformation and provide the foundation for structural change.

中文翻译：

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共同创造环境健康科学：识别社区问题并共同生成知识以支持科学学习

在环境正义（EJ）社区中观察到的社会、政治和文化复杂性需要新形式的调查、科学教学和交流。从广义上讲，参与式方法可以挑战和改变对科学的不平等和不信任。在这里，我们描述了 Project Harvest 以及与亚利桑那州四个 EJ 社区建立的伙伴关系和共同生成知识。从 2017 年到 2021 年，“收获项目”以这些社区为中心进行学习，参与者的经验推动了数据共享实践。意义建构框架用于分析社区科学家（CS）如何在环境污染和（不）正义的背景下学习。环境健康素养 (EHL) 框架用于记录实现保护性决策的技能的获取以及 CS 沿着 EHL 连续体前进的能力。利用来自调查、焦点小组和半结构化访谈的数据，我们要问的是：(1) 个人关系和当地相关性如何促进意义建构？(2) 数据共享使污染变得可见，并与历史知识联系起来，以加强或修改他们现有的关于污染的心理地图？(3) 共同创造过程构建数据素养和关系科学？结果表明，由于程序框架的原因，CS 亲自联系了他们的数据，并根据使用和经验理解了他们的数据。CS 综合了他们的污染历史和生活经历，并将其与数据联系起来，并评估了污染物的迁移。CS 将自己视为这一过程的一部分，正在利用他们所学到的知识和他们帮助产生的证据来采取保护性环境健康措施，并将这些技能应用到新的环境中。在这里，共同创造的科学培育了与科学的新的/更新的关系。这种植根于共同创造的科学文化促进行动、信任并支持持续的科学参与。源自共同创造努力的科学学习可以为社会转型设定步伐，并为结构变革提供基础。促进行动、信任并支持持续的科学参与。源自共同创造努力的科学学习可以为社会转型设定步伐，并为结构变革提供基础。促进行动、信任并支持持续的科学参与。源自共同创造努力的科学学习可以为社会转型设定步伐，并为结构变革提供基础。