The message I hope to have portrayed while presenting all the facts and figures around sustainability and the environment is that you can make a difference. It is through small steps on an individual basis that big changes can happen and I believe we owe to future generations to make these changes now.
I hope I have inspired at least one person's journey in regards to sustainability and I will finish with a quote from The Lorax (Dr. Seuss, 2009) which I believe sums up sustainability and its practices.
Dr. Seuss. (2009). The Lorax. New York, NY: HarperCollins Children's
In 1987 the United Nations published the report World Commission on Environment and
Development: Our Common Future. Written within this report was the
statement that “living standards that go beyond minimum are sustainable only if
consumption standards everywhere have regard from long-term sustainability.”
Ten years after this the United Nations Educational, Scientific and Cultural
Organisation (UNESCO) realised the Declaration
on the Responsibility of the Present Generations Towards Future Generations
(1997). The theme running through this document is that “those presently alive
today should at the very least take account of the interests that future
generations will have” (Sustainable Environment, n.d.). I believe that these
statements are pivotal to the success or failure of the impact of
sustainability in the future for two main reasons. First of all they highlight
the importance of living within our means and not using or abusing resources
just because they are available. However, it is hard to measure this as our
needs are “socially and culturally determined” (UNESCO, 1997). The second
point, is the importance of sustainable practices being constant throughout
society. From my previous blogs it is clear that this is not the case between
organisations, cultures and countries. Wiess (1992) writes that “sustainable
development relies on a commitment to equity for future generations” (p. 19)
but contradicts the ideologies of the present to “take advantage of temporary
control over the earth’s resources . . . [instead] using them for [personal]
benefit” (p. 19). The following video from Alex Steffin shows the commitment some
individuals are making in regards to creating a sustainable future already.
The
Relationship between Globalisation and the Environment
Francesoh
(2010) writes that to some extent globalisation has had a positive effect on
the environment through the increased improvements to resources and research in
regards to sustainable development; however this is outweighed by the negative
impacts. These negative impacts include:
·overuse of natural resources
·removal of ecosystems
·extensive deforestation
·over-fishing
Individuals need to become more aware of the companies and
international corporations that participate in these activities and send a
strong message to these companies that we, as a society, do not approve of
these practices and are committed to our future generations. A prime example of
this is when Cadbury was forced to stop using palm oil in its chocolate
due to the pressures they faced from consumers. This was due to the negative
environmental impacts palm oil plantations have on the natural environment.
Throughout this blog I have been constantly reminded about
how big the social issue of sustainability is, however, it is examples like the
one above that demonstrates the importance of individuals standing up for what
they believe in, making progress in the bid to create a sustainable future for
generations to come however this may look.
About palm oil. (n.d.).
Retrieved from http://www.saynotopalmoil.com/palm-oil.php
Francesob. (2010). The effects of globalization on the
environment. Retrieved from http://www.allvoices.com/contributed-news/6301040-the-effects-of-globalization-on-the-environment
Sustainable Practices.
(n.d.). Future generations. Retrieved
from http://www.sustainable-environment.org.uk/Principles/Future_Generations.php
United Nations. (1987). World commission on environment and
development: Our common future. Retrieved from http://www.un-documents.net/wced-ocf.htm
United Nations
Educational, Scientific and Cultural Organisation. (1997). Declaration on the responsibility of the present generations towards
future generations. Retrieved from http://www.unesco.org/cpp/uk/declarations/generations.pdf
Weiss, E. (1992). In fairness to future generations and
sustainable development. Retrieved from http://digitalcommons.wcl.american.edu/cgi/viewcontent.cgi?article=149
Yesterday was Earth Day 2013. Earth Day was founded on April 22, 1970 and is celebrated every year in order to "reflect on our planet, our environment and what we can do to help keep them healthy" (DLTK's Crafts for Kids, n.d.).
I celebrated Earth Day by putting plans in place in my household to create a worm farm and vegetable garden which we have been talking about for some time now. How do you practice sustainable living?
Please share any particular idea you have either been planning or have impliemented around sustainable living in your life.
Prince (2004) writes that children today face an “environmental
dilemma” (p. 1) between the modern society they live in, that emphasises fast
production and instant gratification compared with the time and energy required
to look after the environment. In my previous blog I researched and discussed
the politics behind sustainability for countries, like New Zealand, and the
economic benefits that drive the importance of sustainability. However, my next
discussion is centred on the contradictory understandings of sustainability,
between the early childhood education sector and the New Zealand government.
Davies and Elliott (2003) state that sustainability is
the capacity to “meet the needs of the present without compromising the ability
of future generations to meet their own needs” (p. 3). This definition seems
very similar to the examples from my previous blog, however, when this
definition is examined at a deeper level it is obvious that there is no hidden
agenda of economic advancement, but simply to protect our planet so that future
generations can grow up in a safe and healthy world, with all their needs met. Also for teachers working with New Zealand's bicultural early childhood curriculum, Te Whaariki (Ministry of Education, 1996), it is important to acknowledge and implement culturally relevant practices that recognise the significant knowledge Maaori possess in regards to Papatuanuku (Duhn, 2012).
Davies and Elliott (2003) go on to right that “adults need to work with the
younger generations to empower them so that they learn to influence the
changes, and ultimately, transform the status quo” (p. 2). I believe this
statement is pivotal in the argument as to why sustainable practices must be implemented
within all early childhood services
within New Zealand.
The philosophy of a centre has an impact on how
environmental education is implemented within an early childhood centre’s
curriculum. Prince (2004) argues that sustainable practices need to be woven
into all curriculum areas of a centre, therefore making it meaningful to
children. However, what sustainability looks like within individual centres is
open to interpretation. This is due to the experience and understanding
teaching teams have surrounding sustainability and its practices. However,
Prince (2004) goes onto write that sustainability should be about “fostering .
. . a love of nature and a sense of wonder in young children” (p. 3) through
offering experiences, fostering relationships and being interconnected with the
environment.
Due to the huge targets the New Zealand government has
set in regards to sustainability, it is quite understandable that the idea of
sustainable living can be quite daunting for individuals.However, within many early childhood centres in
New Zealand small but significant steps are being taken to reduce waste and
conserve energy, this includes:
·Recycling
·Waste Management
·Reusing furniture
·Natural and reusable materials for
play
·Composting
·Saving Power
·“Green cleaning” (Kinsella, 2007, p.
16). This is the process of moving away from harsh chemicals, to using natural
resources found in most kitchens. For example, bicarb, salt, lemon and olive
oil.
·Water conservation
·Redesigning of outdoor play areas
(Kinsella, 2007)
Many centres are also becoming involved in the Enviroschools project, which offers
“support [for] children . . . to be active citizens,
contributing to ecological regeneration and the creation of healthy, resilient
and sustainable communities” (The Enviroschools Foundation, n.d.).The importance of meaningful
and hands on experiences that are available to children is also a key aspect to
install the importance of sustainable living in young children.
However, if teachers are not role modelling the above
behaviours the perception around sustainability will never change. Prince
(2004) writes that “attitudes are caught not taught” (p. 13) and stresses the
importance of teachers role modelling caring for our natural environment with
children. If this is successfully achieved imagine the working theories
children will develop of the natural environment throughout their life. This
could make a real difference for future generations. This Youtube video
demonstrates just what children can imagine and create when they have good working
theories of sustainable practices.
Early childhood services must be aware of the message
they are sending to the community about their commitment to sustainability and
this can be portrayed in:
·Environmental Policies and play
materials that reflect this policy
·Curriculum Approaches
·Audits into waste disposal
·Play areas that emphasis sustainable
practices
·Professional development
·Join early childhood environmental
education networks
(Davies & Elliott, 2008)
I am reminded of the figures I stated in my first blog
surrounding the insignificant difference New Zealand can make in regards to
global warming. However, just like the quote from Mahatma Ghandi, I believe
this Chinese Proverb symbolises the importance of making a change now no matter
how small it may seem:
If you are thinking a year ahead, sow a seed.
If you are thinking a decade ahead, plant a
tree.
If you are thinking a century ahead, educate
the people.
(Traditional Chinese
Proverb, Author Unknown)
Author
unknown. Traditional Chinese Proverb.
Davis, J.,
& Elliott, S. (2003). Early childhood
environmental education: Making it mainstream. Watson, Australia: Early
Childhood Australia. Duhn, I. (2012). Making 'place' for ecological sustainability in early childhood education. Environmental Education Research, 18(1), 19-29. doi: 10.1080/1354622.2011.572162
Kalifa, J.
[Jaina Kalifa]. (2013, April 24). Climate
changers – kids thinking big about sustainability. [Video file]. Retrieved
from http://www.youtube.com/ watch?v=WhkAzAD5HdQ
Kinsella,
R. (2007). Greening services: Practical
sustainability. Watson, Australia: Early Childhood Australia.
Prince, C.
(2004). Environmental education in the
early years. Palmerston North, New Zealand: Kanuka Grove Press.
