How can?

1. How can the voices of ethnically marginalized communities be effectively supported to have greater  impact in London’s environmental and climate decision-making processes, in ways that respect their diversity?
2. How can debate skills be taught in a personalized, student-led way to indigenous and Afro-Colombian youth in classroom settings, ensuring the learning process is not standardized and that diverse cultural forms of argumentation are preserved without imposing a single dominant discourse style?
3. How can applied rhetoric skills be developed to historically marginalised communities?
4. How can applied rhetoric skills be developed through an educational tool to historically marginalised communities?
5. How can the training in applied rhetoric  be developed in a way that supports the agency of historically marginalized communities? 
6. How can the developing of applied rhetoric skills support the agency of historically marginalized communities in process of
7. How can applied rhetoric skills be developed in a way that supports the agency of historically marginalized communities in process of narrative change?
8. How can applied rhethoric skills be developed by historically marginalized communities to strength their agency in narrative change process?
9. How can the exercise in applied rhethoric skills strength human rights narrative change processes lead by historically marginalized communities
10. How can applied rhethoric education support historically marginalized communities that take part into human rights narrative change processes related with human rights?
11. How can applied rhetoric training strengthen the agency of historically marginalized communities in London*  to influence environmental narrative change processes? (or Colombia I don’t know yet)
12. How can the learning process of rhetorical skills be improved in a way that respects diversity and strengthens social agency of historically marginalized communities?
13. How can rhetorical skill development be improved to respect diversity and support the participation of historically marginalized communities in environmental narrative change processes?

Can rhetorical skills development support the participation of communities in narrative change? Because, honestly, I don’t know. Forcing the inclusion of “how can” at some point feels non-critical in my research. Just the exploration of whether these skills can improve participation is research itself.