#climatechangeeducation

[kaidolphinfun]

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[veryeclipselawyerhairdo]

FES Green Conference (April 21/22 2022) It was a very engaging two-day conference on Climate Change on the Theme: Dialogue Jeunes, Decideurs sur le Climat. This get-together was made up of over 50 Delegates of Organisations that are actively involved in Agriculture, Climate Change, Water and Energy across the 10 regions of Cameroon. Some pertinent topics of discussion were: 1. Changements Climatiques au Cameroun: Réalités Initiatives Gouvernementales 2. Engagements Nationaux et Priorités d'action pour I'adaptation et I'atténuation aux CC 3. Feedback on Youth Initiatives for Climate Change Adaptation at the Local Level 4. Texts, Context and Insertion of Youth in Climate Action in Cameroon 5. National Commitments and Priorities for Action on CC Adaptation and Mitigation 6. Réflexion sur une Feuille de route pour la mise en place du Mécanisme Permanent de Dialogue. It is worthy to note that with respect to climate change, we all are affected so we should take up responsibilities in our different areas of expertise. Team Work and Sacrifice makes the dream work. Thanks to Friedrich Ebert Stiftung (FES), Waterforlife, REDD+ for the edifying sessions. - By Kah Keriah #ClimateChangeEducation #ClimateChangeEducation#agricultureandfarming #industry #wastemanagement https://www.instagram.com/p/Cc5O_yNO4LQ/?igshid=NGJjMDIxMWI=

[amykstudio]

At youth climate lobby day today in Hartford. Though I’m not surprised to learn that China has the worst air pollution in the world, I didn’t expect to learn that the U.S. is #2. . . . #climatechangeeducation #youthlobbyday #climatechangethefacts #youthactivists #sunrisect #sunrisemovement #lobbyday #connecticut #climatecrisis https://www.instagram.com/p/B8ZN0BKnHLZ/?igshid=1wdestt58q4o2

[ecojusticeeducator]

Dear America: Love, Peace Educator

Banksy, San Francisco

Dear America,

It's undeniable: you are mired in a culture of violence! You are riddled with hatred! Ignorance and apathy are contagious illnesses spreading quickly! Another day, another mass shooting, another trans-teen suicide, more police brutality, climate denial, nature disconnection, fear of other, add discriminatory systems, and overconsumption–America, you are in a terrible state of affairs!

And…here I am...with a MA in Peace Education, half a PhD in Sustainability Education, several years direct experience kicking ass and changing lives in and out of the classroom…AND…I CAN’T FIND PAID WORK IN MY FIELD! (And I live in freaking Portland, Oregon---a so-called progressive mecca!)

C'mon, America!!! Get your gosh-dang, mother-loving priorities straight and let me do the only thing that I am truly great at!

And no, I don’t WANT to start my own damn school. Please don’t make me. I mean it would be an amazing, absolutely transformative school, but...

I want to teach for a more just and sustainable world NOW!

And PLEASE don’t point me towards a potential grant. That’s the part I specifically don’t want to do. Yes, fine, I am probably going to start a program next year, and yes, I will get back to you about where I can find those funders…

But right now… I just want to whine about how incredibly needed what I do is and how incredibly frustrating it is that I can’t even get an interview at a place to teach peace, justice, and climate change education—because I can’t find anybody hiring for that!

I just want there to be opportunities for me to arrive and teach somewhere–instead of building it from scratch, find my own funding, continue to beg for money eternally, and getting paid for 45% of my time for the rest of my life! Rawr!

I just get so mad about it.

If I were amazing at marketing and had as much experience and education as I have–I could surely get a job encouraging all of you to buy more crap! Crap you don’t need! Crap that the earth is dying for and from! But instead, I’m the best substitute teacher in Portland, scraping by on poverty wages, spending lots of unpaid hours supporting progressive education initiatives, and scheming on ways to provide empowering learning experiences to ALL youth through methods and environments that are radically different from business as usual, but still free for the students and pay a living wage to staff and faculty. But, let’s be real…is it even possible?!

I know it will all be ok, I’ll find a vehicle for my trade again. Heck, my co-teacher while I was subbing the other day, said that my short lesson about Rosa Parks to the fourth graders made her misty. At least I’m working with kiddos in the meanwhile. I’ll do what needs to be done and probably have to compromise and return to working 70 hour weeks “for the cause” because it’s a given that educators work a ton and activists at least that much and who am I to expect to get paid decently for something in the peace and justice field anyhow?!

It will be ok, but right now, I am mad to tears about not being as useful as I could be when so very much is going on. Hire me, America! Your kids need me!

With love, heartache, and extreme frustration,

Emily

p.s. Yes I absofreakinglutely meant it when I said that I need to get paid in money. You can’t pay rent in KARMA!

p.p.s. I definitely want to point out that I fully understand that I am not unique in this situation and that my privilege allows for me to continue to find paid work in areas that are not directly relevant to my field. I am so grateful for that--this note was written just after hearing the news of the San Bernadino massacre though. 

[ecojusticeeducator]

Just found a blog post I wrote a couple years ago!

What are Transition Towns? How are they working (and playing!) to bring in the new paradigm of justice and sustainability? What is resilience? How can we strengthen our own resilience as individuals and communities? What role can our education systems take in preparing us for peak oil and climate change?

[ecojusticeeducator]

What sort of story is climate change?

Climate change is understood to be urgent and important, and at the same time is widely seen as boring, difficult and confusing. It poses a global risk, and yet is highly divisive. It represents a defining challenge for our age, and yet it is one that many people choose to ignore and some, even, to deny. In the two years leading up to the climate change negotiations in Copenhagen in 2009, there was an enormous amount of media attention around the subject. One storyline emerged as the dominant one: there was a universal threat, the science was ‘settled’, and the answer would have to be global policy responses that would affect many people’s lives. But that storyline — which we might call ‘the Gore narrative’ — proved insufficiently supple and robust. The rapid journey that people were offered — from apocalyptic scenarios to low-energy lightbulbs — asked too much, too quickly, and many welcomed the chance, when it came along, to reject it. How might other stories about climate change help to ensure a better quality of understanding, debate and action? The editors of this book believe that climate change requires multiple framings and perspectives, and that these need to be provisional and evolving. Only some voices have so far had the chance to speak and the stories that have been told represent only a fraction of the ones that might be available to us.

[ecojusticeeducator]

The Northwest Earth Institute helps create change by helping you share sustainability learning, stories, and challenges with your community.

I attended a webinar this morning for this local PDX nonprofit with several ties to my own work. It appears as though their model is creating discussion group curricula and guiding people through the process of facilitating the group. People come from a variety of environments and host the program in churches, on college campuses, at their place of employment and more. 

The themes that resonate more with me include:

-The subject matter of the discussion group curricula: one is called Seeing Systems: Peace, Justice, and Sustainability--but there is also climate change, and reconnecting to the earth. I haven’t thoroughly read any of these, but I am intrigued to.

-The process model that they follow include: transformative learning, collaborative discovery, personal reflection and opportunity for action. Each of these are relevant to my own educational lens.

-The collaborative learning model: their groups have a focus on non-heirarchaI learning in a seminar style format. think it is interesting that they concentrate on what they call “crossing the say-do gap” in light of being based in such a progressive city. Portland is sometimes accused of not walking the talk. Community visioning seems to be an important part of what they do, too. I am curious if they ever address systems change vs. personal actions. 

-Popular Education: to participate, one only needs someone that is willing to be a facilitator and then enough financial resources to buy the books to follow along. I am curious if there are versions that are accessible to less literate populations. 

I look forward to learning more about the great work that they do.

[ecojusticeeducator]

Dear progressive education and nature connection geeks! I am super curious what you think of this project. Please watch this short video and share your thoughts below.

This is what comes up for me. It is equal parts sad, scary, powerful, and cute. But, is it responsible? This lil one is only 6! Should we be putting the weight of the world on people this small? How is this going to affect how he views his future at such a young age? How much of this came from a special kid and how much is he reciting politically motivated lines?

I finally read Ecophobia by David Sobel (a summary here) recently and I agree that the best place to start to nurture the youngins into becoming environmental stewards and activists is through nature connection in their own "backyard"---including awareness of the issues that their local communities are facing and giving them opportunities to affect change there first. Sobel advocates for "no crises before 4th grade". Engaging in such massive issues may be too much and lead to despair.

It also might mean that the local issues are ignored. Additionally, there is the idea that most global issues are taught via technology: internet, movies, etc---where local issues can be hands on and reveal the interconnectedness with social justice and encourage stronger connections with the wider outside school community (and intergenerational mentorship opportunities!). 

All that said, he’s from Montana probably and so he kind of is in his backyard. The family seems to be taking a local to global perspective--AND they are taking part in activism through entering it into the film contest. But still...I worry about this kid. 

To me, it isn’t so much about this particular kid/family---he might be a unique exception that was put on this planet to do this work from a really young age. I’ve just been really interested in considering this idea of how/when we engage young people in the imminent, life-threatening issues of our time. I’m sure so many hear about it through media and friends anyhow. How do we address this as a society, culture, community, family, and/or village?

I would love to hear your thoughts! Forgive any typos this is a rough journal :)