{"id":7764,"date":"2020-09-03T06:11:52","date_gmt":"2020-09-03T06:11:52","guid":{"rendered":"http:\/\/blogs.bath.ac.uk\/edswahs\/?p=7764"},"modified":"2020-09-03T06:11:52","modified_gmt":"2020-09-03T06:11:52","slug":"climate-justice","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/edswahs\/2020\/09\/03\/climate-justice\/","title":{"rendered":"Climate Justice?"},"content":{"rendered":"<p><span class=\"\">A curious half-discussion the other day \u2013 by zoom, of course. \u00a0It focused on how best to raise public awareness of the ecological \/ environmental issues we all face, especially\u00a0<\/span><span class=\"\" style=\"color: #000000\"><span class=\"\">climate change, so that the said public then might bring\u00a0pressure to bear on government to require schools to provide students with more opportunity to learn about such matters. \u00a0A key word in there is\u00a0\u201cmore\u201d because the English\u00a0<\/span><span class=\"\">national curriculum already requires such opportunities, as DfE ministers tirelessly point out. \u00a0<\/span><\/span><span class=\"\" style=\"color: #000000\"><span class=\"\">There are a heap of assumptions in this strategy; most significantly that government will be amenable to public influence, if the public were so biddable which is also a question. \u00a0But let that be for a while.<\/span><\/span><span class=\"\" style=\"color: #000000\"><span class=\"\">\u00a0<\/span><\/span><\/p>\n<div class=\"\"><span class=\"\" style=\"color: #000000\"><span class=\"\">Much of the discussion was around how such awareness raising\u00a0might framed. \u00a0Although\u00a0\u2018framing\u2019 was not mentioned, it did not need to be as it\u2019s implicit in all such questioning. \u00a0The 17 Sustainable Development Goals are a popular framework, for example as they usefully bring together social, economic and environmental issues, and hence development education and environmental education, or global and environmental learning (if you like). \u00a0But even with the Goals as a framework, choices need to be made as to how to introduce ideas or where to place the emphasis. \u00a0Will it be, for example, by focusing on poverty and disadvantage, as development educators might be won't to do; or will it be by an emphasis on the loss of species, global heating, and the climate, as some environmental educators might think important. \u00a0I'm in the latter group it should be said; partly because of my disciplinary background, and partly because of my academic career. \u00a0But also because I know that when the CO2 levels reach 500ppm and\/or keystone species have gone for good, there will be plenty of time to think of poverty and disadvantage: historic, current and future.<\/span><\/span><\/div>\n<div class=\"\"><span class=\"\" style=\"color: #000000\"><span class=\"\">\u00a0<\/span><\/span><\/div>\n<div class=\"\"><span class=\"\" style=\"color: #000000\"><span class=\"\">But do you really have to choose between these? \u00a0Is there not a way to bring these together? \u00a0Is this, perhaps, the value of a focus on climate justice as a way in to discussions? \u00a0This was the assumption underpinning much of the half-discussion as we zoomed along the other day, and\u00a0<\/span><\/span><span class=\"\" style=\"color: #000000\"><span class=\"\">I can see its heuristic benefits. \u00a0I was not convinced, however, especially we managed to talk without ever mentioning the existential nature of the crisis afforded by climate change and species extinction. \u00a0I was left thinking that it was more of a slogan than a concept. \u00a0But maybe I just need re-educating. \u00a0Perhaps it will be made compulsory at some point.<\/span><\/span><\/div>\n","protected":false},"excerpt":{"rendered":"<p>A curious half-discussion the other day \u2013 by zoom, of course. \u00a0It focused on how best to raise public awareness of the ecological \/ environmental issues we all face, especially\u00a0climate change, so that the said public then might bring\u00a0pressure to...<\/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-7764","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\/7764","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=7764"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/7764\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/media?parent=7764"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/categories?post=7764"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/tags?post=7764"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}