{"id":7577,"date":"2019-10-23T05:14:29","date_gmt":"2019-10-23T05:14:29","guid":{"rendered":"http:\/\/blogs.bath.ac.uk\/edswahs\/?p=7577"},"modified":"2019-10-23T05:14:29","modified_gmt":"2019-10-23T05:14:29","slug":"education-for-the-future-climate-emergency-conference","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/edswahs\/2019\/10\/23\/education-for-the-future-climate-emergency-conference\/","title":{"rendered":"Education for the Future: Climate Emergency Conference"},"content":{"rendered":"<p>Thanks to <a href=\"http:\/\/naee.org.uk\/october-21st-2019\/\">NAEE<\/a> for publicising the programme for the\u00a0<em><strong>Education for the Future: Climate Emergency Conference<\/strong><\/em> where\u00a0<em><strong>Teach the Future<\/strong><\/em> was launched. \u00a0The full set of events and activities is\u00a0<a href=\"https:\/\/drive.google.com\/file\/d\/1irlqj87Mz_JXMkrPWZVFFamUFhV9ftwH\/view\"><em>here<\/em><\/a>.<\/p>\n<p>As was appropriate, NAEE focused on curriculum issues, highlighting the following:<\/p>\n<ul>\n<li>What would a sustainable\u00a0curriculum look like? \u2013\u00a0Richard Dunne, The Harmony\u00a0Project<\/li>\n<li>Students reforming the\u00a0curriculum \u2013\u00a0Quinn Runkle, SUS-UK \/\u00a0Maeve, Rethinking Economics<\/li>\n<li>Practical steps to green\u00a0your school \u2013\u00a0Henry Greenwood, the\u00a0Green School Project<\/li>\n<li>Teach Climate Truth:\u00a0Going Green through the\u00a0Primary curriculum \u2013\u00a0Francesca Manning, a\u00a0Wandsworth primary teacher<\/li>\n<li>Teach Climate Truth:\u00a0Environmental Education\u00a0through Citizenship and PSHE\u00a0\u2013\u00a0Phil Coales, secondary teacher<\/li>\n<li>Teach Climate Truth: Creating\u00a0Space for Environmental\u00a0Education in Secondary Science\u00a0and Geography \u2013\u00a0Marjia Taznin \/ Daisy Maxwell\u00a0\/\u00a0Lucia Manville (Tower Hamlets)<\/li>\n<li>Climate Science 101:\u00a0Lessons from IPPC. What a\u00a0difference a degree makes! \u2013\u00a0Hazel Graham, Cumbria Action\u00a0for Sustainability and One Million\u00a0Climate Jobs<\/li>\n<\/ul>\n<p>What it didn't have room to mention were these:<\/p>\n<p><strong>Supporting students with\u00a0non-violent direct action<\/strong> \u2013\u00a0Ruth Shallcross and Michelle\u00a0MacDonagh, XR Educators<br \/>\n\"Educators Extinction Rebellion\u2019s\u00a0education division supports students\u00a0who wish to protest against climate\u00a0change and the failure to address it in\u00a0education, by engaging in nonviolent\u00a0direct action inside their schools. In this\u00a0workshop, two XR members will\u00a0explore methods of direct action inside\u00a0schools and discuss why more students\u00a0are wishing to engage in this form of\u00a0protest. Appropriate for all teachers and\u00a0students.\"<\/p>\n<p><strong>Banner Making\u00a0Workshop: Getting Ready to\u00a0Protest!<\/strong> \u2013\u00a0Ellie Sharp, Croydon NEU<br \/>\n\"A practical workshop making banners\u00a0and placards for the next climate\u00a0protest \u2013 all using sustainably\u00a0resourced and recycled materials.\"<\/p>\n<p><strong>Declare a climate\u00a0emergency at your school\u00a0or college<\/strong> \u2013\u00a0Edmund Stubbs, XR\u00a0Educators, and Sarah Daly,\u00a0Charter Schools' Trust<br \/>\n\"This workshop offers advice on what a\u00a0climate emergency looks like inside a\u00a0school and outlines the steps\u00a0necessary to declare one. An e-booklet\u00a0will be provided with materials and\u00a0templates to support busy teachers\u00a0through the entire process.\"<\/p>\n<p><strong>From assembly to\u00a0walkouts: what does\u00a0solidarity with school strikes\u00a0look like?<\/strong> \u2013\u00a0Noga Levy-Rapoport,\u00a0UKSCN, and Sean Vernell, UCU\u00a0Nat Exec Com<br \/>\n\"This year has seen the growth of an\u00a0extraordinarily vibrant global\u00a0movement of school student strikers,\u00a0demanding the action we need to\u00a0tackle the climate crisis and \u00a0educating\u00a0millions of adults about the urgency of\u00a0the crisis. Their call for solidarity from\u00a0adults gives Trade Unionists and\u00a0others an important opportunity to join<br \/>\nin. This session will share stories of\u00a0solidarity and striking together for the\u00a0climate and explore how we can take\u00a0this further.\"<\/p>\n<p><strong>What does feminist green\u00a0vocational education look\u00a0like? <\/strong>\u2013\u00a0Linda Clarke, University of\u00a0Westminster, and Greener Jobs\u00a0Alliance<br \/>\n\"How far does vocational training fit the\u00a0jobs that we need and the higher level of\u00a0skills needed to hit zero carbon targets? \u00a0How can we shift it so the skills taught\u00a0match the transformation? How does the\u00a0green transformation potentially changethe gender profile of construction jobs \u2013\u00a0with more opportunities for girls?\"<\/p>\n<p>.....................................<\/p>\n<p>And there's more, all of which goes to show the breadth of what was on offer. \u00a0Quite a day by all accounts, and good to see <em>Teach the Future<\/em> up and running. \u00a0I quickly signed up and now get even more emails. \u00a0I also signed the petition to the DfE to take the future seriously. \u00a0It is going to be fascinating to see how the inner turmoil within the DfE gets resolved: how will it balance its traditional disdain for anything about the real world with being seen to listen to young people.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Thanks to NAEE for publicising the programme for the\u00a0Education for the Future: Climate Emergency Conference where\u00a0Teach the Future was launched. \u00a0The full set of events and activities is\u00a0here. As was appropriate, NAEE focused on curriculum issues, highlighting the following: What...<\/p>\n","protected":false},"author":237,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2,4],"tags":[],"class_list":["post-7577","post","type-post","status-publish","format-standard","hentry","category-comment","category-news-and-updates"],"acf":[],"jetpack_featured_media_url":"","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/7577","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/users\/237"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/comments?post=7577"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/7577\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/media?parent=7577"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/categories?post=7577"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/tags?post=7577"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}