Global Warming: The Challenge for Schooling

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The issue of climate change is central to a growing concert of concern about human impact on the environment. Because the likely impacts of planetary warming are so tangible, the issue has almost become a metaphor for the impact of humanity on the planet in general, although such concern is not new.
The foundations of the field of environmental education that were crystalised through UNESCO thirty years ago put faith in education to address the issues of human impact on the environment by giving attention to the causes as well as the symptoms of environmental problems and in doing so calling for a new patterns of behaviour towards the environment. Despite that call, the industrialized nations are locked into a paradigm of growth and with it, the increasing consumption of resources upon which economic activity depends. Confronting the causes of global warming also involves, it would seem, confronting fundamental assumptions about societies and the roles of education within them. In this context, how then do educators deal with the issues involved in climate change? Issues that are scientifically complex, socially problematic, and economically challenging? This paper makes some suggestions that allow teachers to work within the constraints of practice, but at the same time confront some of the issues in a robust way. Despite these possibilities, mounting a social challenge through schooling remains problematic and demands the fulfillment of roles that may be in conflict. Some suggestions for dealing with this role conflict are proposed. It is concluded, however, that if societies are serious about confronting climate change, there may be a need to expand the role of schools to recognize the need for critical examination of society as well as preparation to participate in it economically.

Stream: Technical, Political and Social Responses

Paper: A paper has not yet been submitted.

I am a university teacher involved in science education, curriculum design and environmental education for teachers and pre-service teachers. Despite statements in the curriculum in New Zealand that appear to support teachers engaging in work related to the environment and sustainability, and rhetoric from government, such education is of low prority in practice. My interests involve any ways that might productive in improving that situation.