"Layered Sensemaking: Designing for Environmental Injustice - Guided Tour"

Designing for “Layered” Sensemaking About Environmental Injustice: The “Guided Tour” Activity

Issues of spatial and environmental (in)justice are fundamentally “layered,” comprised of heterogeneous elements that intersect and influence each other in complex ways. In a study by Barton and Fitzmaurice (2025), the concept of designing for “layered” sensemaking about environmental injustice was explored through the implementation of the “Guided Tour” activity.

This activity aimed to provide participants with a structured and guided experience that would allow them to navigate and make sense of the various layers of information related to environmental injustice. The goal was to deepen participants' understanding of the interconnected nature of environmental issues and the ways in which they impact different communities and individuals.

Through the “Guided Tour” activity, participants were encouraged to reflect on their own perspectives and assumptions about environmental justice, as well as to consider the perspectives and experiences of others. By engaging in this reflective process, participants were able to develop a more nuanced and multifaceted understanding of environmental injustice and the complex factors that contribute to it.

Key Findings

• The “Guided Tour” activity facilitated a deeper level of engagement and sensemaking among participants.
• Participants were able to recognize the interconnectedness of environmental issues and the ways in which they intersect with social, economic, and political factors.
• The activity prompted participants to question their assumptions and biases, leading to a greater awareness of the complexities of environmental injustice.
• Participants expressed a desire to take action and make a positive impact in addressing environmental injustice within their own communities.

Implications

The findings of this study have important implications for the design of educational activities and interventions aimed at promoting awareness and understanding of environmental injustice. By incorporating elements of “layered” sensemaking, educators and designers can create opportunities for participants to explore and critically analyze the complex dimensions of environmental issues.

Furthermore, the “Guided Tour” activity serves as a valuable tool for fostering empathy and perspective-taking, as participants are encouraged to consider the experiences and viewpoints of others. This can lead to greater empathy and understanding among individuals from diverse backgrounds, ultimately contributing to more inclusive and equitable discussions about environmental justice.

In conclusion, the “Guided Tour” activity offers a promising approach to designing for “layered” sensemaking about environmental injustice. By providing participants with a structured and guided experience, this activity has the potential to deepen understanding, prompt critical reflection, and inspire action towards environmental justice.