Dave Hicks Teaching for a Better World

1. A Future Very Different From Today... Dave Hicks Teaching for a Better World

2. 1. GLOBAL WARNINGS • Living with a changing climate • Climate change is caused by the release of greenhouse gases – carbon dioxide, methane, nitrous oxide – which heat up the Earth’s atmosphere • These gases arise from our burning of high-carbon fossil fuels – coal, oil and gas – which helped create modern society over the last 250 years • This warming of the atmosphere and oceans is creating more variable, changeable and stormy weather across the globe • In the UK we now experience heavier rain, serious floods, rising sea-levels, and we can also expect more frequent heat waves and drought • We need therefore to adapt our homes, lives and work to these long-term changes and also significantly limit all our high-carbon activities • In order to do this it is widely agreed we must urgently shift towards a safe and clean low-carbon society • What should the role of education be in such a rapidly changing world?

3. The old high-carbon story The use of fossil fuels Coal and steam power drove the Industrial Revolution in the 19th century followed by oil in the 20th. We have become hooked on fossil fuels – for transport, heating and by-products such as chemicals, fertilisers and plastics – and are now facing a serious energy crisis as it is their use which has caused dangerous climate change. Central to daily life Unwittingly fossil fuels became the ‘great addiction’ of the 20th century. But unless coal and oil are left in ground higher CO2 emissions will lead to greater global warming. The old high-carbon story of how society works best has been found to have a dangerous sting in its tail – which will create a very difficult future unless we find a new story. Learners need to understand the impact of different energy sources: fossil fuels (high-carbon/unsafe); nuclear (a dangerous waste legacy for the future); renewable sources (low carbon: solar/wind/water/biomass)

4. The new low-carbon story • Fortunately there is a suite of alternative energy sources already at hand which are beginning to spread locally and globally, sources first pioneered on a small scale back in the 70s • These sources are safe, clean, renewable and already becoming visible around us in our communities – solar, wind, water and biomass • Globally 2013 saw record-breaking growth for solar energy as markets continue to grow, from solar farms to solar photovoltaic roof panels • The best known offshore wind farm is probably the London array in the Thames estuary. Wind is the UK’s largest source of renewable energy • The UK is world leader in the development of marine energy via wave and tidal power • Biomass refers to the burning of wood, straw and organic material to create energy. Drax, a UK coal-fired power station, has already converted part of its plant to run on biomass • These renewable sources of energy are part of the new low-carbon story which we and our families need to understand, develop and support. • Where and when is this story illustrated in school?

5. Limits to Growth (1972): was first global computer simulation to explore the possible future impacts of global trends – updated models still show an increasingly unsustainable future in the 21st century Economics v. ecology: economistssee infinite growth as a prerequisite to human well-being, whilst ecologists recognise the finiteness of the biosphere – should we learn to live within ecological limits or try to transcend them? Ecological Overshoot Day: the date each year on which human demand exceeds the biosphere’s ability to replenish itself – in 1970 this was Dec 23, in 2011 Sept 21 and in 2015 Aug 13. Addicted to ‘stuff’: over last 30 years identity has increasingly become tied to consumerism and privatisation – this has led to a greater emphasis on self-interest and individualism rather than working for the common good How does education reinforce or challenge such trends? Does your local school work to limit its ecological footprint (resources consumed/waste created)? The limits to growth

6. 2. FACING THE FUTURE ‘Something is profoundly wrong with the way we live today. Much of what appears ’natural’ ... dates from the 1980s: the obsession with wealth creation, the cult of privatisation and the private sector, the growing disparities of rich and poor. And above all, the rhetoric which accompanies these: uncritical admiration for unfettered markets, disdain for the public sector, the delusion of endless growth’. Tony Judt (2010) Ill Fares the Land This trend, accepted by many as ‘normal, has led to growing inequality in society and damage to the natural environment that makes life possible. Should education echo these values or should it challenge them?

7. A long transition... In the light of the above many commentators are arguing that the world has begun to change dramatically, particularly as a result of climate change and the need to leave fossil fuels in the ground The availability of cheap coal and oil in the 20th-century encouraged economic and industrial growth on a scale never before seen in history The need to leave a large part of the world’s coal and oil reserves in the ground will eventually mean a leaner energy future Since climate change demands a low-carbon future the transition will be one of using energy less wastefully, more carefully and thoughtfully Jurgen Randers, in 2052: A Global Forecast for the Next Forty Years, says the choice is between societal downfall or a carefully managed ‘energy descent’. Education has a crucial role to play in preparing young people for the coming shift to a low-carbon society. Will this come about by default or through thoughtful and active preparation?

8. Future scenarios Business as Usual – Continued economic growth seen as the best way forward with the emphasis on continuing use of fossil fuels. Society is consequently unprepared for the effects of global warming and an energy transition. Techno-stability – Move towards a low-carbon society encouraged by significant expansion of green technologies in all areas of life. A technological solution but one which still largely ignores the limits to growth. Energy crash – No clear lead given over climate change or a move away from fossil fuels. The effects of climate change escalate and power black-outs become increasingly common. Serious fragmentation of society. Sustainable transition – All sectors work towards a more resilient society based on effective limitation of and adaptation to climate change via renewable sources of energy and living within the ecological limits to growth. Scenarios are used to prompt discussion and debate about the future. What would need to happen for each of these to come about? Which feels least/most preferable? What needs to be done to help bring the latter about?

9. Impact on young people These issues All of these issues have a major emotional impact on both adults and young people such that one might hope they will just go away – such denial is an understandable response but self-defeating – fears and concerns need to be acknowledged and shared before one can respond actively to such challenges Official studies Authoritative reports from the Australian Psychological Society and from US sources highlight the increasing psychological distress that will be caused by climate change related events Four vital strands in working with young people’s concerns are: 1. Feeling (What do we feel about these issues?); 2. Knowing (What do we need to know about these issues?); 3. Choosing (What are the options we’re faced with?); 4. Acting (What are others doing about climate change/what might we ourselves want to do?)

10. 3. A JOURNEY OF HOPE ‘One of the tasks of the progressive educator…is to unveil opportunities for hope, no matter what the obstacles might be.’ Paulo Freire (1994) A Pedagogy of Hope There is an important difference between ‘hoping that’ something good will happen and the radical or active hope we need in really difficult circumstances. Such hope lies at the heart of human being: it is what we need to draw on when faced with seriously demanding circumstances.

11. Identifying sources of hope • The natural world – a source of beauty, wonder and inspiration which ever renews itself and ever refreshes the heart and mind • Collective struggles – groups in the past and present who have fought to achieve the equality and justice that is rightfully theirs • Visionaries – those who offer visions of an earth transformed and who work to help bring this about in different ways • Relationships – being loved by partners, friends and family, which nourishes and sustains us in our lives • Humour - seeing the funny side of things, being able to laugh in adversity, having fun, celebrating together • Roots – links with the past, history, previous generations, ancestors, the need to honour continuity Hicks, D. (2006) Stories of hope, in: Lessons for the Future These sources of radical hope were identified by a group of educators over the course of a residential weekend

12. Providing emotional support ‘We need to acknowledge the enormity of environmental problems, and share our feelings of frustration, anger, sadness, fear and hopelessness. We need to create spaces and opportunities to help kids explore and share their own feelings. We also need to move beyond the narrative of ‘doom and gloom’ toward more hopeful narratives grounded in resiliency, well-being, happiness and health.’ Kelsey & Armstong (2012) in: Wals & Corcoran (eds) Learning for Sustainability in Times of Accelerating Change Where and when in school or the community is appropriate emotional support made available for both young people and adults?

13. Sharing success stories Success stories Stories are central to human life and can often be about wisdom and hope – success stories of sustainability in action offer imagery and inspiration for becoming involved in action for change – such stories help learners to build models of how and why things need to change Incredible Edible Todmorden, a small town in West Yorkshire, has embarked on a mission to transform every bit of green space into a communal larder. Its schools and public parks are bursting with vegetable plots, there’s a 200-tree orchard in the town centre and crops are even sprouting in the town’s cemetery. Residents can harvest this public produce for free. Todmorden hopes to be fully self-sufficient in fruit, vegetables and eggs by 2018. It has inspired many other communities to become more resilient over the sourcing of their food. This story shows how what is seen as ‘normal’ and fixed can be challenged and changed. Many more stories are needed on renewable energy projects, protecting biodiversity, building sustainable communities and working together for change. If others can do this what might we do in our own schools and communities?

14. 4. EDUCATION FOR TRANSITION Nothing less than a major reorientation of education as practised in schools is required if young people are to gain a realistic understanding of contemporary social and environmental challenges. The commonly taught subjects in the curriculum are all capable of being taught in a way that prepares learners for the vital shift that is now beginning to occur - from a high-carbon to a low-carbon society – what exciting times to live in! What is happening in the schools you know to prepare young people for a future that will be very different from today?

15. Stories from the future Instruction Look carefully at this scenario of what a more sustainable local future might look like. Imagine you are visiting this future with a group of friends to gather information about it (futures fieldwork). You can look around to see how things are different and also listen to what people are saying about life in this future. • Questions • What are the first three things you notice about this future? • In what ways is this future different from today? • What are people doing and saying that is different from today? • What are the advantages of living in this future? • What questions do you have about this future?

16. The meaning of citizenship ‘There is widespread unease that children of the market may have internalised neoliberal lessons to the extent that they now equate ‘good citizenship’ with habits of private responsibility and ‘ethical consumption’ in ways that leave underlying drivers of environmental and social problems unchallenged. A curriculum that focuses attention on agency as a personal responsibility deflects attention from exercising our collective agency to address systematic injustice... a poor substitute for the democratic freedom and capability to envisage new forms of collective cooperation to achieve a common purpose.’ Hayward, B. (2012) Children, Citizenship and Environment Education has a crucial role to play in supporting a more socially just and ecological view of citizenship that is both democratic and collective in nature

17. Teaching in a spirit of optimism • Children need supportive contexts in which they • feel able to share their environmental concerns • It is vital to give equal consideration to both head • and heart; whatever they may feel matters • Talk in terms of exciting change that they can be • involved in rather than problems to be faced • Share success stories of sustainability that will • inspire and motivate different age groups • Engage in practical sustainability activities which • are fun, communal and challenging • Sustainability is good for both people and planet • Ashden Awards (for sustainable energy projects) • www.ashden.org • Food for Life Partnership (growing, preparing, eating, • organic farming) www.foodforlife.org.uk

18. Part 1 – Learning for tomorrow • Unsustainable times • The global dimension • A futures perspective • Sustainable schools • A time of transition • Part 2 – Stories from the future • 6.Food and farming • Energy and water • Travel and transport • Consuming and wasting • Buildings and biodiversity • Inclusion and participation • Local well-being • Global connections • Part 3 – A journey of hope • Towards a sustainable future • Teaching in a spirit of optimism www.teaching4abetterworld.co.uk/docs/download18.pdf