Quigley et al.25 (2000) |
II |
Nevada, Utah and Southern California, USA. Experience: A community-based team exposed to radioactive waste conducted, transcribed and analyzed more than 71 interviews with indigenous people who understood community experiences of nuclear waste contamination |
Community-based investigation or Participatory Research through a descriptive case study |
Justice and environmental racism; and community-based risk management |
Community-based research and education |
Toledo26 (2006) |
II |
Iauaretê, São Gabriel da Cachoeira, Amazonas, Brazil. Experience: construction of knowledges in public and environmental health with local popular knowledge in 10 indigenous communities; community meetings, questionnaires, interviews, talking maps, photo panels, participatory observation and method triangulation |
Mixed methods (quantitative and qualitative) and Action Research |
Popular and environmental education; Theory of Social Representations |
Participatory observation |
Lambert et al.27 (2006) |
II |
Whitney Pier, Ashby and North End of Sydney, Canada. Experience: developed in the community (residents living close to the coal and steel factory), responsible for applying 325 door-to-door questionnaires, collecting 15 stratified random samples of soil and dust, and conducting interviews during these collections. The observations of odor, smoke and ash deposition in the communities were compared and bivariate analyses were performed
|
Mixed methods and cross-sectional study |
Environmental justice |
Local knowledge |
Flum et al.28 (2010) |
II |
University of Iowa, USA. Experience: 16 volunteer janitors photographed occupational hazards, using the Photovoice technique, to which they were exposed; as a group, they categorized and prioritized the most important situations, making reports for the community and making decisions |
Participatory action research |
Popular education in occupational health |
Participatory ergonomics |
Toledo et al.29 (2012) |
II |
Iauaretê, Amazonas, Brazil. Experience: community surveillance with 30 indigenous people (teachers, health agents and community leaders, etc.) to understand disease prevention, basic sanitation and family health, solve problems in the territory and exercise citizenship |
Mixed Methods and Action Research |
Critical, liberating and emancipatory pedagogy; Empowerment
|
Popular participation, social mobilization and community journal |
Wilson et al.30 (2015) |
II |
Charleston, South Carolina, USA. Experience: Community, academia and government agreed to implement a mitigation plan, addressing local environmental risks through research, community capacity building and action. The “Environmental Justice Radar”, a Public Participation Geographic Information Systems (PPGIS), was created for residents of Charleston neighborhoods to share Photovoice data in real time and visualize environmental risks |
Action Research |
Environmental Justice, Public Participation Geographic Information Systems (PPGIS) and Community Based Surveillance |
Community mapping |
English et al.31 (2017) |
II |
Imperial County, California, USA. Experience: partnership between academia, non-profit organizations, government and community, through a management committee; committee involvement in study design and implementation, providing feedback on actions and data reporting; the local community indicated the locations for the Dylos particulate, temperature and humidity sensors to be placed |
Case study |
Citizen science |
Community environmental monitoring |
Musesengwa and Chimbari32 (2017) |
II |
Gwanda, Zimbabwe and uMkhanyakude, South Africa. Experience: evaluation of the impacts of social, environmental and climate changes on diseases transmitted by vectors, particularly populations exposed to malaria, with the objective of developing action, adaptation and mitigation plans aimed at the community
|
Qualitative research, case study and cross-sectional study |
Eco-health, Citizen Science and Community-Based Participatory Research (CBPR) |
Community engagement |
Rey-Mazón et al.33 (2018) |
IV |
Israel/Palestine, Spain and USA. Experience: two cases of aerial mapping and one of water quality monitoring - which involved associations, local activists, children, young individuals and students - discussed civic science practices, using open source technology based on the "Do-It-Yourself” method and its diverse understandings and expertise; the development of technology in social and political contexts; critical perspectives and solutions to possible contradictions between transparency and the privacy and security of vulnerable communities. |
Case series |
Urban and Environmental Justice, Civic Science and PPGIS |
Citizen Surveillance and Aerial Surveillance |
Barzyk et al.34 (2018) |
IV |
Newark and Newport News, USA. Experience: evaluation of urban pollution through portable sensors in two projects implemented with determined rites and systematic evaluations, involving communities, non-profit organizations, academic and government partners. There were over 100 meetings, where everyone had equal speaking time and comparison between evaluation records such as meeting notes, summary tables, data results and proposed approaches
|
Qualitative research |
Citizen Science and Environmental Justice |
Risk Assessment in Environmental Health |
Panikkar et al.35 (2019) |
II |
Merrimack in New Hampshire, USA. Experience: A group of residents developed the “Merrimack PFOA Concerns Health Survey” with 596 residents in 213 households exposed to PFAS in drinking water; use of Google Forms to report demographic data, sources of exposure and health conditions; Logistic regression analysis |
Quantitative method with cross-sectional study |
Community-led health research; and Criticism to Undone Science |
Biomonitoring |
Johnston et al.36 (2020) |
II |
Los Angeles, California, USA. Experience: participatory air monitoring program with 18 high school students of color; data collection combined with storytelling through digital media. Four phases: Popular Education Workshops; Measuring air quality; Reflection, Analysis and Interpretation; Youth Community Forum and Action |
Mixed methods |
Popular Education, Environmental Justice, CBPR and Environmental Health Literacy |
Participatory monitoring |
Wong et al.37 (2020) |
II |
Imperial County, California, USA. Experience: Creation of a community air monitoring network (CAMN) with 40 low-cost particulate monitors by a community-based organization that brought together scientists, community advocates and local residents. The actors produced real-time information on the level of air quality in the community by establishing the CAMN
|
Descriptive case study |
Citizen and Community Science; Environmental Justice, CBPR, Environmental Health Literacy and Community Resilience |
Community air monitoring |
Nolan et al.38 (2021) |
II |
Richmond, California, USA. Experience: Collection of quantitative data with Ogawa monitors of airborne particulate matter and noise levels and qualitative data with Photovoice from 12 sites and supplemental skills development workshops; five paid young individuals participated |
Mixed methods and youth participatory action research |
Structural Violence, Racism and Environmental Justice, Community Science and CBPR |
Community monitoring |
Prado et al.39 (2021) |
II |
Tijuana, Mexico. Experience: community mapping, with the participation of the Collective for Environmental Health and Justice - consisting of community representatives -, interviews with key informants, application of a questionnaire with a Likert scale, use of Garmin eTrex Venture, ArcGIS, Photoshop and NVivo to prepare the maps |
Mixed methods |
Popular Education, Environmental Justice and PPGIS |
Community mapping |