Schools as Agents of Change for - PowerPoint Presentation

Slide1

Schools as Agents of Change for Education for Sustainable ConsumptionPresented at the May 2011 UN Commission on Sustainable Development Conference (CSD-19) United Nations, New York

Sue L. T. McGregor PhD Professor Canadahttp://www.consultmcgregor.com Slide2

Invitation from PERLThis CSD-19 Side Event was organized by PERL, the Partnership for Education and Research about Responsible Living http://www.perlprojects.org/ Slide3

Why Sustainability?Sustainability is from two words: sustain and ableSustain is Latin sustinere, “to hold up or support from below”Able is Old French ableté, "expert at handling something”Sustainability refers to people becoming experts at holding up or providing support for something from below.Slide4

What needs to be sustained? ALL LIFE...Earth and our ecosystemNon-human speciesAll human generations (the young, adults and our elders)Those living elsewhereThose not yet born (the Future)Slide5

Education for Sustainable LivingEducation for sustainable living (all life) depends heavily upon people being taught how to consume in a sustainable matter, in such a way that their patterns of action in the marketplace scaffold and support All LIFE, now and in the future.This life support requires.... Education FOR Sustainable ConsumptionSlide6

Why Sustainable Consumption?Because the way we consume today is harming, some say destroying, the planet, other species and current and future generations.The way we consume is making it very hard to provide life support for the above  because current consumption patterns are undermining the support structures. Without this support, everyone and everything becomes weakened and vulnerable, exposed to profound risks, even extinction for some species and geographic locales.

Photo: Ben Jones Discovery NewsSlide7

Why EDUCATION FOR sustainable consumption (ESC)?Just because everyone “is a consumer” does not mean they know how to consume in a sustainable way (ensuring support for life). They need to be educated about how their behaviour affects others and themselves.General consumer education

tends to focus on how to help people make decisions in the marketplace so their self-interest is served from buying and owning things. If this is done without a fellow-citizen, fellow-species, relationship-with-earth and the future perspective, everything gets trampled and flattened. A special consumer education is warranted – ESC.Slide8

How is ESC different from regular consumer education?RegularFocused on economic and financial growth and securityConsumer is major economic agentValues of market pervade society; people serve the marketConcerned with efficiency, scarcity and competitionFocused on consumer interest and rightsESCFocused on human and social development, potentials, progression and security as well as economicsPeople are consumers and citizens

Economy and market serve the people and societyConcerned with effectiveness and efficacyFocused on mutual interests and on citizen/human responsibilities

to others and the planet while consumingSlide9

What values does education for sustainable consumption instil (in addition to ESC Attitudes, Skills and Knowledge ‘ASK’)Consumption patterns that would sustain earth and all species (provide visible and invisible life support over many generations, ensuring viability and vitality) require a special kind of behaviour in the marketplace; indeed, even before entering the marketplace. This behaviour privileges a collection of KEY values, key because they unlock, and keep unlocked, doorways and pathways to sustainability

...Slide10

Key values for sustainable living:Respect and loveDiversityPeace and freedomTolerance, empathy and compassionSolidarityJustice Community and lifeModeration and sufficiencyConnections and interrelationshipsIntergenerational learningSelf-reflection and self-awareness

IntegrityTrust(worthiness)

Fellowship

Equity and equality

Responsibility and accountability

Ethics and morality

Public discourse for the common good

Stewardship

Alternatives

Human creativity

Critical awareness

Change agency

Respect chaos and tensionSlide11

Compare this to the conventional value set for a market economy:CompetitionWin-loseEfficiency Scarcity (ration scarce economic resources to their most efficient use)Profit maximization

Equilibrium Wealth accumulationGrowth and expansionManagement and controlBusiness cyclesProductivity

Progress (technological and economic)

Self-interest (nation's wealth is greatest when its citizens pursue their own self-interest by consuming)

Individualism

Rationale “man” (choices)

Certainty, order and controlSlide12

Education is a CatalystEducation is a powerful catalyst for a more sustainable life and a just, secure society rich with potential and possibilities.Catalyst is Greek katalyein, to loosen things upCatalysts speed up the rate of an important event, help make it happen.Catalysts cause fundamental change; this CSD-19 Side Event is about

schools as agents of change for sustainable lifestyles through education for sustainable consumptionSlide13

Schools and Leadership for ESCSchools can be profound agents of social change. Leadership around schools (government agencies, administrators, teachers, students, families and communities) can use several fundamental tools:

Make constitutional changesMake ESC a national priority, placing it on the policy agenda at the highest level, then implementing it a program/departmental levels Ensure coordinated, systematic action from the various ministries, government agencies and schools

Initiate state/province-wide curricular innovations and development (including

leading-edge ESC pedagogy

)

Collaborate with key stakeholders

Run public ESC campaigns Slide14

What does ESC “look like”? What is the best ESC pedagogy to ensure consumer behaviour patterns that respect and reflect sustainability (support life)?Slide15

Overarching purpose of ESC: bridge the gaps between school and real life by educating learners to be the next generation of global citizens who are responsible for each other and the earth Slide16

Key elements of ESC pedagogy (Greek paidagogia, “to lead a child, education, attendance on children”Conventional pedagogy:Sage-on-the -stage, teacher as expert, student as empty vessel, waiting to be filled up with teacher-given knowledgeSlide17

ESC-Pedagogy is student-centered and life-centeredTeacher is the guide-on-the-stage, helping students direct their own learning:Slide18

Approaches to teaching ESC in schoolRe-learning, even un-learningActive learning principles and strategiesInquiry-based learning (driven by the students)Concept maps and mind mapsProject-based learning (experiential learning)Case studies (others and make up their own)Debates and discussion (argue and justify one’s position)Dialogue and study circles (reach consensus)

Cooperative and collaborative learning principlesThematic teaching (includes controversial issues)Slide19

Approaches to teaching ESC in school, contField trips into the community (community is a classroom ripe with locally relevant learning)Bring the community into the school Service learning continuum Art, drama, music, games, literature, sportsFuture workshops and scenario buildingShowcasing successes and best practices

Celebrations (instead of rewards)‘Looking for Likely Alternatives’ learning tool (LOLA), to counter the TINA syndrome (there is no alternative)Slide20

Curriculum architects can choose from several strategies as they design ESC:Stand-alone courseMainstreamed into existing courses (infused)Cross-cutting, interrelated themes (integration)Slide21

Stand alone ESCA separate curriculum would be developed and the ESC course would become part of the selection of courses from which students choose to complete their graduation requirements. DOWNSIDES:May not be a mandatory course, meaning not everyone benefits from the course content and learning activitiesIf taken only once, there is no chance for ongoing orientation to consuming for sustainabilitySlide22

Infused ESCAn infused curricular approach to ESC strives to instil ideas in students by gradually but firmly establishing ideas or attitudes about sustainable living and consumption in their minds (like steeping a cup of tea). Once infused, it is very difficult to separate or disconnect.Major tool is thematic teaching, infusing ESC themes into courses, projects, afterschool activities, school clubs etc.Downsidesa risk that the agreed-to thematic content would be woven into courses only at the discretion of individual instructors.

the degree to which individual instructors embrace and internalize the ESC course content, themes and pedagogy will affect their willingness and ability to infuse it into their teachingsSlide23

Integrated ESC curriculaAn integrated approach (to make whole) purposively makes connections across all subjects. It creates opportunities for all students to learn together until they begin to see patterns emerge and connections are born about what it means to be a “consumer for sustainable living.” Teachers would co-create and co-deliver the aforementioned ESC pedagogy.By incorporating ideas about sustainable consumption across the entire learning experience, an integrated approach to ESC unites learning “into a whole.” In the case of ESC for sustainable living, an entire new person emerges at the end - a global consumer citizen.Slide24

Challenges to this dreamPervasiveness of the consumer culture in everyday life – incredibly hard nut to crackNatural resistance to change (viewing latter as a threat instead of an opportunity)Lack of political will (on many levels) to make ESC happen Political will but no political wherewithal (power, influence, leverage, resources)Schools and communities/families not seen as partners in students’ learningTeachers not adequately trained in ESC pedagogySchool culture not predisposed to ESC Slide25

Cannot afford to wallow in the negativitySlide26

The ESC FUTUREAppreciating that there are deep challenges to sustainable, responsible living in a consumer society, today’s Side Event was purposely designed to showcase best practices – this can work. It can happen. Schools can be powerful agents of change for a sustainable future, deeply shaped by consumers’ behaviour and especially-designed consumer education that respects responsible living.