Transcript A Geography of Hope

GA Annual Conference 2013
A Geography
of Hope
David Hicks
Visiting Professor
Bath Spa University
1. GLOBAL WARNINGS
Professor John Beddington, UK Government’s Chief Scientific
Adviser has warned there may be trouble ahead.
He cautions that ‘A perfect storm of food shortages, scarce water and
insufficient energy resources threatens to unleash public unrest, crossborder conflicts and mass migration as people flee the worst affected
regions ... We head into a perfect storm in 2030, because all these things
are operating on the same time frame ...’
The Guardian, 18 March 2009
Q: What should the role of Geography be in the face of such hazards?
Climate change – here to stay
What is scientifically known
Global average temperature increased by 0.8C in last century due to CO2 emissions –
world will get hotter – sea levels will rise – floods and droughts more common
What is yet to be clarified
How high CO2 emissions will be –how much warmer it will get – how much sea levels
will rise – impact on different regions – impact of different tipping points
New Scientist, 2 Oct 2011
Scepticism and denial
Oreskes & Conway, Merchants of Doubt (2010): long history of denial in relation to
issues – e.g. smoking and cancer, acid rain, climate change – not a search for
scientific truth – small group, mostly in US, who have long opposed any research that
they feel threatens free market principles – often now funded by fossil fuel companies
Geography should now focus on issues of mitigation/adaptation. Mitigation: ways of
reducing impact of global warming (e.g. Ashden Awards for school initiatives on
renewable energy). Adaptation: planning how homes, buildings, agriculture, transport
need to change in the face of extreme weather conditions (flood, drought, snow).
Climate change: here to stay
Have we reached peak oil?
Source: ASPO Newsletter, December 2008
The end of ‘easy’ oil
Discovery and production
Discovery of oil peaked in late 60s – production started to plateau in 80s – no more
big oil fields to be discovered – looming energy crisis – see: Geoforum , 41 (2010) increased market turbulence
From easy to difficult oil
Oil obtained from tar sands or through fracking takes more energy to produce and can
cause severe environmental damage
Central to daily life
Not just as fuel and for heating but also fertilisers, herbicides, chemicals, plastics and
wide range of materials – The Great Addiction of the C20th - BUT unless oil/fossil fuels
left in ground higher CO2 emissions will lead to greater global warming – urgent need
to move towards a low carbon or zero carbon future
Learners need to understand the advantages/disadvantages of different energy
sources: fossil fuels (highly problematic), nuclear (no CO2 but dangerous waste legacy
for future generations), renewable (low carbon: solar/wind/water/biomass)
Carbon shift inevitable
In the twentieth century, powerful, high-carbon, pathdependent systems were set in place, locked in through
various economic and social institutions ... As the century
unfolded, these lock-ins meant that the world came to be
left with a high and unsustainable carbon legacy ... A
‘carbon shift’ is inevitable.
Elliot & Urry, Mobile Lives, Routledge
Limits to growth
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Limits to Growth (1972): first global computer simulation to explore the
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Economics v. ecology: economists see growth as a prerequisite to human
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Ecological Overshoot Day: date each year on which human demand exceeds
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Addicted to ‘stuff’: identity in the rich world increasingly tied to rampant
possible future impacts of global trends – however run showed unsustainable
future in C21st - attacked by free-market economists
well-being, whilst ecologists recognise the finiteness of the biosphere –
should humans learn to live within the ecological limits or try to transcend
them?
planet’s ability to replenish – 17 Sept in 2011, 2 Aug in 2012 – notion
developed by New Economics Foundation
consumerism and individualism of neoliberal ideology – leading to emphasis
in society on self-interest rather than the common good
See: Education Scotland ‘Treading Lightly on the Planet’, an activity to help
schools map their ecological footprint (resources consumed/waste created)
2. FACING THE FUTURE
Something is profoundly wrong with the way we live today.
Much of what appears ’natural’ ... dates from the 1980s:
the obsession with wealth creation, the cult of privatisation
and the private sector, the growing disparities of rich and
poor. And above all, the rhetoric which accompanies these:
uncritical admiration for unfettered markets, disdain for the
public sector, the delusion of endless growth.
Tony Judt (2010) Ill Fares the Land (Allen Lane)
These are the values of dominant neoliberal ideology which believes in
privatising all aspects of society. Over the last thirty years this has led to
growing inequality in society and fragmentation of the education system.
A ‘long transition’...
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In the light of the above many commentators are arguing that the world is
about to change dramatically in the years ahead, particularly as a result of
climate change and the depletion of ‘easy’ oil
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The availability of cheap oil in twentieth century encouraged economic and
industrial growth on a scale never seen before in history
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The decline of conventional oil reserves and problems of non-conventional
production will eventually mean a leaner energy future
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Since climate change demands a zero carbon future the transition will be one of
‘energy descent‘ and thus a rough ride
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Jurgen Randers, in 2052: A Global Forecast for the Next Forty Years, says the
choice is between societal collapse or a ‘managed descent’.
Geography has a crucial role to play in preparing young people for the coming
shift to a low carbon society. Should it come about by default or by active and
thoughtful preparation?
Collision course
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For two centuries we have been on a collision course with the
limits of the Earth
The effects of climate change will be far more difficult than we’ve
been led to believe
We will be faced with severe social, economic and political trauma
in the years ahead.
This long emergency represents the ultimate challenge to our
political creativity, skill, wisdom and foresight
The multiple problems of sustainability will not be solved by this
generation or even the next
Orr, D. (2009) Down to the Wire: Confronting climate collapse,
Oxford University Press
Is this being alarmist? Or should geographers at least hold these as
possible truths - if not probable...
Post-carbon scenarios
Business as Usual – Continued economic growth seen as best way forward with the
emphasis on continuing use of fossil fuels. Society is consequently unprepared for the
effects of global warming and energy descent.
Techno-stability – Move towards a low carbon society encouraged by significant
expansion of green technologies in all areas of life. A technological solution but one
which still largely ignored the limits to growth.
Energy crash – No clear lead given over climate change or a move away from fossil
fuels. The effects of climate change escalate and power black-outs become
increasingly common. Serious fragmentation of society.
Sustainable transition – All sectors work towards a more resilient society based on
effective mitigation and adaptation, renewable sources of energy and living within the
ecological limits to growth.
Scenarios are used to prompt discussion and debate about the future. What would
need to happen for each of these to some about? Which seems the most probable and
why? Which feels the most preferable? What would need to be done to help bring it
about?
Impact on health and well-being
These issues
All of the issues considered here have a major emotional impact and one might
hope they will go away – denial is an understandable response to such matters
but self-defeating – fears and concerns need to be acknowledged/shared
before one can respond actively to such challenges
Official studies
Authoritative reports from the Australian Psychological Society and from US
sources both highlight the increasing psychological distress that will be caused
by climate change related events
It is important in Geography to acknowledge the hopes and fears that learners have in
relation to such issues. Four strands need to be present in such learning: Knowing (What
do we need to know about this issue?) Feeling (What do we feel about this issue?)
Choosing (What are the options we are faced with here?) Acting (What are others
doing/might we want to do in relation to this issue?)
3. A JOURNEY OF HOPE
One of the tasks of the progressive educator…is to
unveil opportunities for hope, no matter what the
obstacles might be.
Paulo Freire (1994) A Pedagogy of Hope, Continuum
There is an important difference between ‘hoping that’ something will
happen and the radical or active hope needed in really difficult circumstances. Such hope lies at the heart of human being: it is what we draw on
when faced by the worst that life can offer.
Identifying sources of hope
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The natural world – a source of beauty, wonder and inspiration
which ever renews itself and ever refreshes the heart and mind
Collective struggles – groups in the past and present who have
fought to achieve the equality and justice that is rightfully theirs
Visionaries – those who offer visions of an earth transformed and
who work to help bring this about in different ways
Relationships – being loved by partners, friends and family, which
nourishes and sustains us in our lives
Humour - seeing the funny side of things, being able to laugh in
adversity, having fun, celebrating together
Roots – links with the past, history, previous generations, ancestors,
the need to honour continuity
Hicks, D. (2006) Stories of hope, in: Lessons for the Future, Trafford
These sources of hope emerged over the course of a residential weekend run
for a group of interested educators
Providing emotional support
We need to acknowledge the enormity of environmental problems,
and share our feelings of frustration, anger, sadness, fear and
hopelessness. We need to create spaces and opportunities to help
kids explore and share their own feelings. We also need to move
beyond the narrative of ‘doom and gloom’ toward more hopeful
narratives grounded in resiliency, well-being, happiness and health.
Kelsey & Armstong (2012) Finding hope in a world of environmental catastrophe,
chapter 11 in: Wals & Corcoran (eds) Learning for Sustainability in Times of
Accelerating Change, Wageningen Academic
This book is an excellent and exciting resource on all aspects of education for
sustainability
Sharing success stories
Success stories
Stories are central to human life and can often be about wisdom and hope – success
stories of sustainability in action offer imagery and inspiration for becoming involved
in action for change – such stories help learners to build models of how and why
things need to change
Incredible Edible
Todmorden, a small town in West Yorkshire, has embarked on a mission to transform
every bit of green space into a communal larder. Its schools and public parks are
bursting with vegetable plots, there’s a 200-tree orchard in the town centre and
crops are even sprouting in the town’s cemetery. Residents can harvest this public
produce for free. Todmorden hopes to be fully self-sufficient in fruit, vegetables and
eggs by 2018. It has inspired many other communities to become more resilient over
the sourcing of their food.
This story shows how what is seen as ‘normal’ and fixed can be challenged and
changed. Many more stories are needed on renewable energy projects, protecting
biodiversity, building sustainable communities and working together for change. If
others can do this what might we do in our own school and community?
Teaching in a spirit of optimism
 Children need supportive contexts in which they
feel able to share their environmental concerns
 It is vital to give equal consideration to both head
and heart; whatever they feel is valid
 Talk in terms of exciting change that they can be
involved in rather than problems to be faced
 Share success stories of sustainability that will
inspire and motivate different age groups
 Engage in practical sustainability activities which
are fun, communal and challenging
 Sustainability is good for both people & planet!
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Ashden Awards (for sustainable energy projects)
www.ashden.org
Food for Life Partnership (growing, preparing, eating,
organic farming) www.foodforlife.org.uk
4. POST-CARBON GEOG
Nothing less than a major reorientation of Geography as taught and
learned in schools is required if students are to gain a realistic
understanding of contemporary environmental challenges. The
commonly taught subjects in the geography curriculum are capable
of being taught in order to accommodate the challenge of postcarbon era.
Matthewman, S. & Morgan, J. (2013) The post-carbon challenge for curriculum subjects,
Oxford Review of Education (forthcoming)
What the authors are arguing for here, I believe, is the new frontier for
Geography...now
Re-thinking citizenship
There is widespread unease that children of the market may have internalised
neoliberal lessons to the extent that they now equate ‘good citizenship’ with habits
of private responsibility and ‘ethical consumption’ in ways that leave underlying
drivers of environmental and social problems unchallenged.
A curriculum that focuses attention on agency as a personal responsibility deflects
attention from exercising our collective agency to address systematic injustice... a
poor substitute for the democratic freedom and capability to envisage new forms
of collective cooperation to achieve a common purpose.
Hayward, B. (2012) Children, Citizenship and Environment, Routledge
Geography has a crucial role to play in supporting a more socially just and
ecological view of citizenship which is both democratic and collective in nature.
The Transition Network
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Transition initiatives: begin when people come together locally to share
concerns about climate change and the energy crisis
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Interest groups: are then formed based on people’s particular concerns,
such as energy, food, transport, biodiversity
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Overall goal: making communities more self-reliant and therefore more
resilient in times of difficult change
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Local action: the drawing up and implementing of plans which will help
create a low or post-carbon community
See: www.transitionnetwork.org also /support/education/schools-transition
Much can be learnt from local Transition initiatives across the world that
would enrich a post-carbon Geography curriculum
Part I – Learning for tomorrow
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Unsustainable times
The global dimension
A futures perspective
Sustainable schools
A time of transition
Part II – Stories from the future
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13.
Food and farming
Energy and water
Travel and transport
Consuming and wasting
Buildings and biodiversity
Inclusion and participation
Local well-being
Global connections
Part III – A journey of hope
14. Towards a sustainable future
15. Teaching in a spirit of optimism
www.teaching4abetterworld.co.uk/docs/download18.pdf
Pt II ~ Stories from the future
Instruction
Look carefully at this scenario of what a more
sustainable local future might look like.
Imagine you are visiting this future with a
group of friends to gather information about it
(futures fieldwork). You can look around to see
how things are different and also listen to what
people are saying about life in this future.
Questions
1.
2.
3.
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5.
What are the first three things you
notice about this future?
In what ways is this future different
from today?
What are people doing and saying
that is different from today?
What are the advantages of living in
this future?
What questions do you have about
this future?
Some questions for geographers
In what ways does your teaching:
1. Analyse the nature and impact of unsustainable/sustainable practices?
2. Imply that continued economic growth will always be the norm?
3. Assume that there will always be a ready supply of fossil fuels for use?
4. Explore the nature and importance of renewable energy sources?
5. Help learners explore the nature of/need for a more sustainable future?
6. Foster capabilities needed for the transition to a post-carbon society?
David Hicks
Teaching for a Better World
www.teaching4abetterworld.co.uk
Useful reading
Barry, J. (2012) The Politics of Actually Existing Unsustainability: Human flourishing in a climatechanged, carbon-restrained world, Oxford University Press
Gray, J. (2009) False Dawn: The delusions of global capitalism, Granta
Hayward, B. (2012) Children, Citizenship and Environment: Nurturing a democratic imagination
in a changing world, Earthscan/Routledge
Heinberg, R. & Lerch, D. (eds) (2010) The Post-Carbon Reader: Managing the 21st century’s
sustainability crises, Clairview Books
Hopkins, R. (2011) The Transition Companion: Making your community more resilient in
uncertain times, Green Books
Kemp, M. & Wexler, J. (2010) Zero Carbon Britain: A new energy strategy, Centre for Alternative
Technology
Oreskes, M. & Conway, E. (2010) Merchants of Doubt: How a handful of scientists obscured the
truth on issues from tobacco smoke to global warming, Bloomsbury
Orr, D. (2009) Down to the Wire: Confronting climate collapse, Oxford University Press
Randers, J. (2013) 2052: A global forecast for the next forty years, Chelsea Green
Simms, A. (2013) Cancel the Apocalypse: The new path to prosperity, Little Brown
Urry, J. (2011) Climate Change and Society, Polity
Wals, A. & Corcoran, P. (eds) Learning for Sustainability in Times of Accelerating Change,
Wageningen Press
World Watch Institute (2013) State of the World 2013: Is sustainability still possible? World
Watch Institute