Education and Social Transformation

1. Education and Social Transformation William Scott University of Bath http://blogs.bath.ac.uk/edswahs w.a.h.scott@bath.ac.uk @wahscott

2. Education and Social Transformation The UN Secretary-General’s Synthesis Report … The road to dignity by 2030: ending poverty, transforming all lives and protecting the planet.

3. Education and Social Transformation The UN Secretary-General’s Synthesis Report … The road to dignity by 2030: protecting the planet, transforming all lives and ending poverty.

4. Education and Social Transformation The UN Secretary-General’s Synthesis Report … Transformation is our aim, We must transform our economies, our environment and our societies.   We must change old mindsets, behaviours and destructive patterns.   We must build cohesive societies, in pursuit of international peace and stability.  ….

5. Education and Social Transformation The Sustainability Problématique … How can we all live well, without compromising the planet’s continuing ability to enable us all to live well?

6. Education and Social Transformation The UN Secretary-General’s Synthesis Report … It is important that … “young people receive relevant skills and high-quality education and life-long learning, from early childhood development to post-primary schooling, including life skills and vocational education and training.”

7. Education and Social Transformation Mary Clark … “We need to collectively create a new worldview that curbs ecological and social exploitation, and recreates social meaning”.

8. Education and Social Transformation Society-wide, Citizenly Phenomena … The Paris Agreement Sustainable Development Goals UNESCO’s GAP

9. Education and Social Transformation Society-wide, Citizenly Phenomena … The Paris Agreement Sustainable Development Goals UNESCO’s GAP Divestment Transition Occupy Anonymous

10. Education and Social Transformation The Sustainability Problématique … How can we all live well, without compromising the planet’s continuing ability to enable us all to live well?

11. Education and Social Transformation Mary Clark distinuishes between … • Moulding through cultural transmission • Social renewal through a critique of beliefs and assumptions

12. Education and Social Transformation What Education Does … Cultural transmission Social renewal transmitting foundational enabling social critique and values, norms & skills development and better lives –– continuity –– –– change ––

13. Education and Social Transformation What Education Does … Cultural transmission Social renewal –– personal growth and fulfillment –– transmitting foundational enabling social critique and values, norms & skills development and better lives –– continuity –– –– change ––

14. Education and Social Transformation UNESCO … “ESD, in the broadest sense is education for social transformation with the goal of creating more sustainable societies.”

15. Education and Social Transformation The Appeal of ESD … [i] how living things depend on each other and on the biosphere, [ii] why there is such a widespread lack of social justice and human fulfillment across the world and what might be done about this, and [iii] how everyone’s quality of life is increasingly imperiled by our current economic models. 

16. Education and Social Transformation The Central Paradox of ESD… ESD is seen as critical to any prospect of a more sustainable future, but … it challenges mainstream thinking, policy and practice in much formal education.  … The more transformative and holistic approach that sustainability requires is often difficult to implement, requiring systemic change and organisational learning over time ...”

17. Education and Social Transformation UNESCO … “To create a world that is more just, peaceful and sustainable, all individuals and societies must be equipped and empowered by knowledge, skills and values as well as be instilled with a heightened awareness to drive such change. This is where education has a critical role to play.”

18. Education and Social Transformation The UN Secretary-General’s Synthesis Report … Transformation is our aim … We must transform our economies, our environment and our societies.   We must change old mindsets, behaviours and destructive patterns.   We must build cohesive societies, in pursuit of international peace and stability.  ….

19. Education and Social Transformation 4 Citizenly Responsibilities … • understand that the Goals are important – and why • think about these in relation to people’s lives and interests • weigh arguments and discuss possibilities and practicalities • get involved, whilst reflecting on the appropriateness of actions

20. Education and Social Transformation 4 School Responsibilities … help learners understand why the Goals should be of concern to them enable learners to gain perspectives from a range of viewpoints provide opportunities for an active and critical exploration of issues encourage learners to come to their own views and to get involved

21. Education and Social Transformation Jensen and Schnack … “… it is not and cannot be the task of the school to solve the political problems of society. Its task is not to improve the world with the help of pupils’ activities. … The crucial factor must be what students learn from participating in such activities …”

22. Education and Social Transformation ESD 1 & 2 … 1 – Providing guidance about behaviours, shifts in habit, and ways of thinking about how we live now. This tends to be heavily content-focused, information-based, and grounded in everyday practice. 2 – Building students’ capacity to think critically and develop abilities to make sound choices in the face of the inherent complexity and uncertainty. This is much more dialogue and debate-oriented, and focused on controversial issues.

23. Education and Social Transformation William Scott University of Bath http://blogs.bath.ac.uk/edswahs w.a.h.scott@bath.ac.uk @wahscott

24. Education and Social Transformation At the end of the course, you should be able to … Describe the relationships between environmental, social and economic systems, from local to global level. Identify the root causes of unsustainable development, including environmental, social and economic actions, and the links to cultural considerations. Evaluate the impacts and interconnections between the activities of different generations, demographic groups and cultures, recognising that there may be tensions and competing factors between them.