Act Now for Environmental Education – A renewed global pledge for strengthening education and learning for a more sustainable world

GlobalActionThe Global Environmental Education Partnership (website) has created a pledge for reinvigorating Environmental Education world-wide in light of urgent sustainability challenges. In the pledge the global environmental education community is asked to work toward three visionary goals:

Every nation has an environmentally informed, empowered, and active populace and         
   workforce.
The leadership of every government, business, NGO, and educational institution uses
    environmental education to achieve environmentally sustainable outcomes.
Every educational institution incorporates environmental literacy into its mission, goals,
   and activities.
A tall order? Yes. But goals should be tall to keep them in sight as we advance step-by-incremental-step towards attaining them.

pledge letter  can be found here. By signing it you are endorsing these long-term goals and committing to do your part to achieve them. This website highlights 10 suggested areas for action. Hundreds of educators around the world have vetted these actions and helped outline key areas of focus for the field. Over time, GEEP will provide resources and support, including ongoing campaigns and activities, to help inspire action to move our collective agenda forward. By signing the pledge, you can stay connected to this global network.

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Groundbreaking Network ENSI hands over the baton with a great collection to accelerate sustainability in schools

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Last week a wonderful collection of contributions recognizing the work of the Environment and School Initiatives network (ENSI) became available as a free online open-access pdf. In 32 chapters people who have played a role in the network reflect on history, trends and prospects of education engaging with sustainable development in a meaningful way. Below a part of the introduction by one of the editors and driver of ENSI Christine Affolter. Here you find the link to the book.ENSI Final Book

ENSI – 30 Yearof Engagement for Educatioand School Development

by Christine Affolter

ENSI has been an independent, self-managed network of experts drawn from the fields of Environmental Education (EE) and Education for Sustainable Development (ESD) and financed by member countries and individual members. During the life time of the organisation ENSI often anticipated upcoming themes and new demands and through analyses, reflection, and participative debates drew up an annual working programme to meet these needs.

Often ENSI was the forerunner of themes and developments and as a result its work had a significant impact on schools in Europe, Asia and Australia through curriculum development, teacher education, and quality indicators. But having the favourable status of a self-managed network also involved a permanent challenge to find appropriate financing and over three decades ENSI had to find a balance between the professional quality of its work and the available funding resources.

Thanks to the commitment of the ENSI experts the network gained a high international reputation. Initially ENSI was founded by OECD/CERI in 1986 and aimed to respond to two related triggers (Elliott, 2018):

The increasing pressure from ‘grassroot-groups’ concerned about the impact of economically driven developments on the environment that were asking for school programmes to support students and teachers in the development of new competences such as critical thinking, dealing with complexity, and reflectivity.

Governments and schools that had to deal with the educational implications of the increasing social complexity resulting from rapid economic and social change. Schools needed to find answers in their local environment realising that centralized curricula couldn’t completely fulfil the needs of the local communities.


The chapter I wrote (see below) can be found here: Wals_Lessons_from_the_ENSI_Network-split-merge (1).

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Grassroots to Global Broader Impacts of Civic Ecology

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Together with my former PhD-student, friend and colleague in the T-Learning project (www.transgressivelearning.org)  Martha Chaves I co-authored a chapter on the Nature of Transformative Learning for Social-Ecological Sustainability for this new book edited by Cornell University colleague Marianne Krasny. The vignette from the publisher’s webpage featuring the book states:

Addressing participatory, transdisciplinary approaches to local stewardship of the environment, Grassroots to Global features scholars and stewards exploring the broad impacts of civic engagement with the environment.

Chapters focus on questions that include: How might faith-based institutions in Chicago expand the work of church-community gardens? How do volunteer “nature cleaners” in Tehran attempt to change Iranian social norms? How does an international community in Baltimore engage local people in nature restoration while fostering social equity? How does a child in an impoverished coal mining region become a local and national leader in abandoned mine restoration? And can a loose coalition that transforms blighted areas in Indian cities into pocket parks become a social movement? From the findings of the authors’ diverse case studies, editor Marianne Krasny provides a way to help readers understand the greater implications of civic ecology practices through the lens of multiple disciplines.

Contributors:
Aniruddha Abhyankar, Martha Chaves, Louise Chawla, Dennis Chestnut, Nancy Chikaraishi, Zahra Golshani, Lance Gunderson, Keith E. Hedges, Robert E. Hughes, Rebecca Jordan, Karim-Aly Kassam, Laurel Kearns, Marianne E. Krasny, Veronica Kyle, David Maddox, Mila Kellen Marshall, Elizabeth Whiting Pierce, Rosalba Lopez Ramirez, Michael Sarbanes, Philip Silva, Traci Sooter, Erika S. Svendsen, Keith G. Tidball, Arjen E. J. Wals, Rebecca Salminen Witt, Jill Wrigley

Here’s a link to Grassroots to Local

Help shape a global action plan for environmental education by providing feedback on the Call for Action from the GEEP

TheGEEP

I am fortunate to be one of the advisors to the Global Environmental Education Partnership (GEEP). The GEEP – which has been initiated a few years ago by the Environmental Protection Agency of Taiwan and the USA and coordinated by the NAAEE- is focused on building capacity for environmental education and sustainability around the world and using the power of education to help address global environmental and social problems. Its advisors are made up of researchers, policymakers, education practitioners, and others who represent government and non-governmental sectors from countries and regions around the world.

As environmental educators, we know that environmental education informs, inspires, and enlightens. It builds human capacity, provokes questions, enhances skills and shapes values and attitudes. It galvanizes individuals, families and communities to make informed decisions about the environment that lead to a sustainable society. Even more, it helps people connect deeply with each other, their communities, and the natural world.

Given the unprecedented challenges we face as a global society—from climate change and biodiversity loss to decreasing access to nature and a growing gap between the rich and poor—there has never been a more important time to scale up our environmental education efforts. Global leaders must make better use of education and capacity-building as strategies to improve the environment, along with tools of governance, regulation, economic and community incentives, and technology.

This Call for Action is asking the international environmental education community to take stock of where we are as a field and think ahead to the future. It includes ten draft actions, crafted with input from GEEP leaders from around the world, and is designed to get input from educators working in this field about our key priorities for the next decade.

You can help shape the future agenda by letting us know what you think. Which actions are most important? What’s missing? Visit ActNowForEE.org and cast your vote for your top three priorities and let us know what you think matters most. Your input will help create a global action plan for the next 10 years. Below you find the 10 proposed actions and here is a link to the brief survey where you can provide your input: express your ideas here!

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Environmental Education in Asia – Special Issue in the Japanese Journal of EE

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This special issue edited by Shinichi Furihata and Sachi Ninomiya-Lim from Tokyo University of Agriculture and Technology and Tokai University respectively,  is the result of a 2-year collaborative project involving environmental education (EE) societies/ associations from Japan, Korea, Taiwan, North America, and Australia. In the editorial introduction the following is stated:

“The aim of the project was to create a platform to share ideas, practices, and theories of EE in the Asian region, with English as the common language. The discussion was organized around five core themes: 1) Development, current situation, and challenges of EE in formal education; 2) Development, current situation, and challenges of EE in non-formal education; 3) Research trends in EE; 4) Insights for EE in Asia from outside of Asia; 5) Review, comparison, and synthesis of findings to go beyond a presentation of EE in various countries and instead highlight the recurring transversal issues. We hope this special issue will contribute to furthering dialogue among EE scholars and practitioners in Asia, and to building bridges between EE in Asia and other regions.

The Japanese Journal of Environmental Education (JJEE), published by the JSOEE/JSFEE since 1991, has provided EE researchers and practitioners with an important space to share their ideas, thoughts, methods, and evaluative analyses, and to participate in theoretical discussions, etc., similar to many EE journals published in other countries and regions. However, since most of JJEE articles are written in Japanese (with summaries in English), its readership is essentially limited to Japanese language users, most of whom reside in Japan. Thus, although the JJEE has become a critical platform for communication among Japanese EE researchers and practitioners, there is a need to expand these discussions to a wider, global network, so that Japanese EE professionals may participate in international and transnational debates on issues of wider relevance in EE. Similarly, EE research in different journals published in Asian countries, including Korea and Taiwan, is mostly written in the local language and is therefore largely inaccessible to people who do not read these languages. The aim of this special issue, therefore, was to create a space where such discussions may be shared and connected. In addition, we decided to invite several prominent international researchers to provide their insights, ideas, and suggestions on developing EE in Asia, increasing Asian participation in the global EE arena, and promoting collaboration on EE with different countries and regions around the world.”

I was asked to write a reflective response paper together with Peter Blaze Corcoran and Joseph Weakland in which we look ahead to the future of EE in the region and beyond. Our paper titles “Preparing for the Ecocene: Envisioning futures for environmental and sustainability education” is based on the introduction to the recent book we edited for Wageningen Academic Publishers (see elsewhere in this blog). All papers are available as open-access and can be found here: Link to the entire Special Issue  You can find our closing paper in which we introduce the notion of the imaginary Ecocene here: Preparing for the Ecocene: Envisioning futures for environmental and sustainability education

Sustainability by Default: Co-creating Care and Relationality Through Early Childhood Education

ECEMOOC

The above illustration comes from the new Harvard MOOC on Early Childhood Development and Sustainability

This new paper will be part of a special issue on early childhood education and sustainable development. I wrote the piece  based on a keynote address presented at the 68th OMEP World Assembly and International Conference held in Seoul in July 2016. In the paper I argue that children are more in tune with sustainability than most adults and that both adults and children can benefit from intergenerational dialogue and expanded learning opportunities in so-called ecologies of learning. First the idea of growing up in the Anthropocene, the new geological epoch that is shaped by one single species, home sapiens, is introduced. What does growing up in the Anthropocene mean for today’s children? A short critique is provided of the neoliberal forces that increasingly influence what happens in education and care settings and that essentially make unsustainability the default in our society. Drawing on Martin Buber’s ideas of relational ways of being in the world; Nell Nodding’s notions of care; and George Siemen’s ideas about learning ecologies, some suggestions are offered for co-creating early childhood education and care with people and the planet in mind.

The paper ends with the following: “What seems critical is that children encounter a multiplicity of different worlds by crossing boundaries, both individually and together, and having bodily experiences that strengthen their relationality with the human, the non-human and the material. It is through these encounters that agency, care and empathy can develop. All three of these qualities are foundational for a world that is more sustainable than the one currently in prospect.

Citation: Wals, A.E.J. (2017) Sustainability by default: Co-creating Care and Relationality Through Early Childhood Education, International Journal of Early Childhood Education doi:10.1007/s13158-017-0193-5

Note that this is an open access publication that can be downloaded for free here: Sustainability by default

Envisioning Futures for Environmental and Sustainability Education – now available

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Last month the fifth book in the Wageningen Academic Publishers Series on Education in the context of Sustainable Development, that started almost 10 years ago with Social learning towards a Sustainable World, appeared. Envisioning Futures for Environmental and Sustainability Education invited educational practitioners and theorists to speculate on – and craft visions for – the future of environmental and sustainability education. The book, I co-edited with Peter Blaze Corcoran and Joe Weakland, explores what educational methods and practices might exist on the horizon, waiting for discovery and implementation. A global array of authors imagines alternative futures for the field and attempts to rethink environmental and sustainability education institutionally, intellectually, and pedagogically. These thought leaders chart how emerging modes of critical speculation might function as a means to remap and redesign the future of environmental and sustainability education today.

Previous volumes within this United Nations Decade of Education for Sustainable Development series have responded to the complexity of environmental education in our contemporary moment with concepts such as social learning, intergenerational learning, and transformative leadership for sustainable futures. ‘Envisioning Futures for Environmental and Sustainability Education’ builds on this earlier work – as well as the work of others. It seeks to foster modes of intellectual engagement with ecological futures in the Anthropocene; to develop resilient, adaptable pedagogies as a hedge against future ecological uncertainties; and to spark discussion concerning how futures thinking can generate theoretical and applied innovations within the field.

The future of environmental education is an urgent question in the larger context of the Anthropocene, the geological epoch in which human activities have become the dominant driver in the ongoing evolution of Earth’s biosphere. Our contemporary ecological moment is characterized by complexity, uncertainty, and ‘accelerating change’ (Wals and Corcoran 2012). While the global impact of anthropogenic climate change is undeniable, the pace of temperature and sea level rise depends on ecological feedback loops that are not fully understood – and which may be increasing the rate of biosphere destabilization (Hansen et al.2015). From a social perspective, the Anthropocene is an age of what humanities scholar Rob Nixon (2011) terms ‘slow violence,’ or ecological violence and environmental injustice that occurs on spatial and temporal scales that are hard to understand or represent, most often against the world’s poorest peoples. In light of such developments, educators need strategies for anticipatory engagement with changing socio-ecological realities – both in the present and future – in order to be effective within their various embodied contexts. This volume explores how environmental educators can engage in imaginative mapping concerning large scale global processes, as well as create useful, situated knowledge for dissemination within their respective socio-ecological contexts.

Keywords: sustainability education, environmental education, education, sustainable development, social learning, transformative leadership, intergenerational learning

The opening chapter is available here: introchapterenvisioningfutures for free as an open access publication or at the publisher’s website where the book can be purchased: http://www.wageningenacademic.com/doi/abs/10.3920/978-90-8686-846-9