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Engaging Hearts & Minds Engaging Hearts & Minds Leaders in Education for Sustainability Kimberly Corrigan n the following triple case study you’ll meet Noah Zeichner, award-winning high school social studies teacher at Chief Sealth International High School in Seattle, Jing Fong, Noah Zeichner is a National teacher social studies Board-certified I inspiring storyteller and manager of YES! Magazine, a non- at Chief Sealth International School profit and subscriber-supported independent media orga- in Seattle, Washington. He works in nization, and co-founders of The SEED Collaborative, Stacy Smedley and Ric a hybrid role, spending part of his T day supporting international educaom- Cochrane, two architects focused on transforming schools into exceptional tion in Seattle Public Schools.dinated Far stu- environments for learning. What do they all have in common? They know that 2011-2014, Noah coor the challenges and opportunities we currently face and will leave the next dent-led, school-wide festival called eek and in 2015, World Water W generation are complex, interdependent and dynamic, so they are devising ganized the Kimberly Corrigan is the Vice he and his students or President for Global Leadership at ways to reflect that reality now in how, what, and where we teach and learn. inaugural Washington State Global Global Visionaries and the former Executive Director of Facing the In my view, educating for sustain- passion and professionalism, and Future. Kim is also a U.S. Affiliate for ability, by its very nature, demands provide them with the tools and the Earth Charter Initiative based at the University for Peace in Costa that we offer our K-12 students support they need to successfully Rica. She holds a master’s degree hands-on, inquiry-based, interdisci- apply student-centered, democrat- in communication from the Edward plinary curricula that build core ac- ic, and evidence-based teaching R. Murrow College at Washington State University and a Master Cer- ademic knowledge, as well as skills methodologies and best practices tificate for Project Leadership from in critical-, creative-, and systems- inside and outside the classroom. Cornell University. thinking. It obliges us to offer safe and healthy spaces in which Before you read about the stories Contact the Author: u [email protected] students can grow meaningful of Noah, Jing, Stacy and Ric, I’ll service-learning projects, and out- share one context for educating of-school experiences where they for sustainability: global issues, and are responsible and accountable to suggest a tool to help students and themselves and others in positive teachers engage in robust discus- and empowering ways, and where sion and take on action projects they have opportunities to engage using the world as community. with appropriate community stake- holders in government, industry, GLOBAL SUSTAINABILITY higher education, and civil soci- EDUCATION ety. Educating for sustainability Global sustainability education also demands that we respect and describes the concurrent and value our educators, nurture their EFS Case Study: Engaging Hearts and Minds Shelburne Farms Sustainable Schools Project, 2016 1 intentional use of global issues, the Center for Green Schools, a A TOOL TO EXPLORE THE which are interconnected issues myriad of state and national con- WORLD AS COMMUNITY that persist across time and bound- ferences in both K-12 and higher aries such as poverty, climate education, and through numerous “As the world becomes increasing- change, migration, food, water, regional and community initiatives. ly interdependent and fragile, the health and energy; and sustain- The roots of this growth are deep. future at once holds great peril and ability, which is the balancing of Global summits in the 1980s and great promise. We must join together social, economic, and environmen- 1990s focused the world’s attention to bring forth a sustainable global tal interests, as the framework for on environmental degradation, hu- society founded on respect for nature, learning across all academic disci- man rights, and equity in economic universal human rights, economic plines and at all levels of schooling. aid and development, and towards justice, and a culture of peace.” Global sustainability education a more critical examination of the encourages educators and students impacts of globalization. Princi- — Preamble to The Earth Charter to engage together in developing ples of sustainable development the skills and knowledge needed to emerged from gatherings including understand 21st century challeng- the 1992 Earth Summit’s Agenda The Earth Charter is a ethical es, envision effective and equitable 21, the 1995 Beijing Declaration statement and declaration of 16 remedies, and implement positive from the 4th World Conference principles created in a nearly de- solutions that serve the common on Women, and the UNESCO cade-long, raucous, global grass- good and the planet upon which ratification of the Earth Charter in roots process by thousands of or- we all rely. While an essential hall- 2000. In 2005, the United Nations ganizations, cities, and associations mark of educational programs pro- declared the Decade for Education representing millions of people moting sustainability is a focus on for Sustainable Development as a across 80 countries. It was ratified place (most often local and region- means to renew education, teach- by the United Nations Educational, al), global sustainability education ing and learning and promote the Scientific and Cultural Organiza- advocates the inclusion of a wider values and principles of sustainable tion (UNESCO) in 2000. The four context. It requires diverse inter- development. Currently, the Sus- major pillars of these principles are: national and cultural perspectives tainable Development Goals (built to strengthen our ability to under- upon the Millennium Development Respect and Care for the stand, work, and live cooperatively Goals), will serve as the UN’s 2016+ Community of Life and productively with people across development agenda. Each of these Ecological Integrity the street and around the world. global summits, and dozens more, Social and Economic Justice offer students an opportunity to Democracy, Nonviolence and Today, education for sustainability learn about the trials and triumphs Peace. (with emphases on global, national, of the democratic process, the art regional, and local issues) is grow- of negotiation and collaboration, The Charter is a powerful and ing among U.S. K-12 educators, the wisdom of learning from his- provocative primary document schools, and districts, as evidenced tory, and the power of envisioning that calls for interdependence and in national programs such as the and working towards a more just, universal and differentiated respon- U.S. Department of Education’s sustainable, and peaceful world. sibility for creating a more just, Green Ribbon Schools program, sustainable, and peaceful world. EFS Case Study: Engaging Hearts & Minds Shelburne Farms Sustainable Schools Project, 2016 2 It is ideal for educators and stu- The Earth Charter dents to discuss how it was creat- PILLAR III, SOCIAL AND ECONOMIC ed and what it proclaims, and to debate its vision and values. The JUSTICE, PRINCIPLE 9 AND ITS 3 basics, in the wise words of elemen- SUB-PRINCIPLES: tary teachers everywhere are “be re- sponsible, be respectful, be good to Eradicate poverty as an yourself, the earth and others, clean ethical, social, and environmental imperative. up your mess, share your stuff, play fair, everyone deserves to be heard, (a) Guarantee the right to potable water, clean air, food security, and shake hands and make up.” uncontaminated soil, shelter, and safe sanitation, allocating the national and international resources required. At right is a more specific example of the Charter’s vision and values. (b) Empower every human being with the education and resources You can see how rich (and at times to secure a sustainable livelihood, and provide social security and difficult), this discussion could be, safety nets for those who are unable to support themselves. yet we know that compelling, real- (c) Recognize the ignored, protect the vulnerable, serve those who world, global issues — such as suffer, and enable them to develop their capacities and to pursue poverty — get students’ hearts and their aspirations. minds engaged and often lead students to take positive action for change at the local level through students working with the Earth Charter (and writing their own!) at the community-learning projects. website EarthCharter.org. Students can explore youth projects and join young people around the world through the Earth Charter’s Youth initiatives. Teachers and students can also use the 16 principles of the Charter “Life often involves tensions between important values. This can mean (available in dozens of languages), difficult choices. However, we must find ways to harmonize diversity with to learn about other complex unity, the exercise of freedom with the common good, short-term objectives topics and perplexing tensions, with long-term goals. Every individual, family, organization, and com- such as independence and inter- munity has a vital role to play. The arts, sciences, religions, educational dependence, individual action and institutions, media, businesses, nongovernmental organizations, and gov- structural change, mitigation and ernments are all called to offer creative leadership. The partnership of gov- adaption, and the role and value of ernment, civil society, and business
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