Youth action and the environment
Samples from this book:
Introduction:
The How, the Why and the What
The How
"This came up in the pub! I’m interested
in exploring a book that looks at how youth workers can introduce
young people to, and get them involved in, some of the following:
energy use; recycling; organic food; the local environment."
The above is a much shortened version of the memo Alan’s
colleague, Geoffrey Mann, who is the boss at Russell House Publishing
(RHP), sent to Alan. Alan then talked to his mate, Howie Armstrong,
who works for NCH Action For Children about whether they fancied
embarking on writing yet another practical book about work with
young people. At this time they were still busy writing the New
Youth Arts and Crafts Book,
which was published in May 1996. Meanwhile, Geoffrey contacted
the Council for Environmental Education (CEE) to see whether they
would be interested in being partners in the project.
And, just less than eighteen months later, you are looking at
the outcome. The process in between has been one of making connections.
At the outset, Howie and Alan brainstormed a possible ‘shopping
list’ of topic areas that might go into the book. Following
discussion with Bud Simpkin, Libby Grundy and Margaret Feneley
at CEE, this list was refined. Finally, over about eight months,
various modified versions of the possible contents of the book
and an invitation to get involved, were circulated through CEE
networks; Alan’s own contact list, and a number of publications
such as Youth Action, School’s Out, Youth Clubs, Young
People Now, EARTHlines, Living Green, SQUALL and The Business.
During the process of interviewing, researching, visiting, editing
and talking which led to this book, literally hundreds of individuals
and projects were in some way involved. It was during this time
that Alan found himself in the driving seat as key writer. Howie
had many other work commitments, but was still able to work with
a few projects, primarily in his home area of Scotland. Alan enlisted
his environmentally-friendly illustrator, Gubby, to the project,
and contacted a diverse spectrum of young people and organisations
working in a wide assortment of environmental arenas.
In the final stages of putting the book ‘to bed’,
CEE has supplemented the material collected by the authors with
a resource list section and a couple of sections, such as the
National Young People’s Environment Network (NYPEN), which
are very much examples of CEE’s direct involvement with
young people in creating fora for young people’s participation.
The Why
Back in 1990, CEE had published their EARTHworks packs.
These had proved very successful, but some parts had drifted out
of date. There was also a feeling that there was a need for something
which described activities which young people could initiate or
get involved in, which were across a wider frame of reference
than the original CEE publication. The difficulty for Alan and
Howie was that the environmental themepark is a very big place
indeed! Once responses started to come in to the original outline
and letter, it quickly became obvious that the contents would
have to be allowed to have a life of their own, rather than trying
(it would have been hopeless!), to slot the exciting and challenging
material into the pre-determined contents framework.
The raison d ‘etre changed somewhat in the writing and
compiling. Instead of simply being a book of games and activities
which could be used by youth workers, teachers and the like to
introduce environmental issues to young people, the motivation
of the groups who were submitting the material became a major
part of the driving force. For the authors, this was at once very
challenging and rewarding. The respondents who were keen to have
their practice and experiences included in the book were from
a much wider constituency than the CEE membership organisations.
They were drawn from a far wider constituency than the world known
as Youth Work. To describe them is, in itself, quite difficult.
In addition to the youth organisations and Agenda 21 groups, there
are conservationists, naturalists, environmental groups, single
interest groups; some are involved in human rights work, some
are community artists, some are international and global campaigners,
and some are young people involved in direct action. Together
they provide a rich diorama.
The authors found that the material they were creating and collating
showed that young people are increasingly angry at the way they
see both the natural and human environment being treated. Yet
they desperately want a chance to celebrate. For increasing numbers,
getting involved in environmental action and activities offers
a chance to do something ‘real’ – celebrating
cultural and environmental diversity and at the same time engaging
in environmental activities which can lead to effective change.
Green Activities and participation in youth councils, Local Agenda
21, local conservation and clean-up schemes and the like, are
one element of the opportunities available to young people. But,
this book takes both debate and practice one stage further, and
doesn’t dodge the difficult and controversial problems
facing those working with young people. Should youth work stick
to the ‘safe’ areas of environmental work such as
recycling and tree planting, or can empowerment embrace the DiY
culture of the road and tree protesters?
The What
Instead of a neat collection of programming material, we found
ourselves, especially Alan, getting involved in what was a complex
series of journalistic investigations. And that determined the
style of presentation. What you have in this book is a series
of ‘snapshots’ of environmental action which has
or could involve young people. We feel strongly that
this is more empowering than keeping strictly to the safe areas
of environmental youth work.
As a resource for working with young people, this book provides
a unique and highly diverse range of examples and case studies:
- Agenda 21 initiatives;
- conservation and reclamation projects;
- arts, drama and animation work;
- human rights issues: homelessness, unemployment, war, poverty
and discrimination, and a range of potential responses;
- problems and solutions regarding sustainability, pollution,
food and other resources, power and transport;
- options for participation and involvement;
- games and activities;
- the most popular elements of CEE’s EARTHworks;
- global and international issues and action; and
- taking direct action.
The authors have collected the material in the book from youth
projects, organisations and individuals throughout the UK, beyond
into Europe, and even Bombay, Kenya and Colombia. Examples of
innovative practice in the natural and built environment, which
can be easily adapted for use in local communities, rub shoulders
with calls to action from human rights organisations such as Homeless
International and Children’s Aid Direct. The range includes
the work of Friends of the Earth, RSPB, Common Ground, the Development
Education Association, the Adventure and Environmental Awareness
Group, the Duke of Edinburgh’s Award Scheme, the National
Trust, the British Trust for Conservation Volunteers, and the
Quakers through to Earth First! and Road Alert, and, of course,
the Council for Environmental Education itself!
Finally, and perhaps slightly tongue in cheek, we offer users
of this book one of the many disclaimers which are printed each
week in SchNEWS,
"The SchNEWS warns all its readers not to
attend any illegal gatherings or take part in any criminal activities.
Always stay within the law. In fact, please sit at home, watch
TV, and go on endless shopping sprees filling your lives with
endless consumer crap...you will then feel content. Honest."
Alan and Howie
OUTDOOR AND ADVENTURE EXPERIENCES
Geoff Cooper, who is director of two outdoor education centres
in the Lakeland area of Cumbria, contacted us with quite a stack
of material on outdoor, environmental and adventure education.
Like most of us these days, Geoff wears a number of hats, and
is a fervent advocate of the value of environmental education
of various sorts. His centres and the networks he belongs to,
such as TOUCH, the European Environmental network, and the Adventure
and Environmental Awareness Group have long grappled with many
of the thorny questions such as:
access v damage and pollution
environmental use v ecosystem
survival
competing sporting and recreational use (e.g. walkers,
horses and mountain bikes)
legal regulation v voluntary self-regulation
use of wild areas or creation of specialist facilities
on the urban fringes
Like Topsy, this list of conflicts can be made to grow very,
very long indeed. We thought that some of these topics could well
be used for staff training or senior member training in youth
organisations.
One of the roles of environmental educators like Geoff seems
to be to provide some guidelines on ways in which young people
can be introduced to the natural environment and then make use
of it in ways which do not destroy its beauty and grace. The Adventure
and Environmental Awareness Group set its own aim as,
"...to encourage awareness, understanding
and concern for the natural environment amongst those involved
with education and recreation."
Their motto links the words: awareness; adventure; conservation
and understanding, and it is in this fine balancing act that environmentalists
have to engage with outdoor education and adventure leaders. Further
to this there are national, international and global questions
which the sporting and recreational use of the natural environment
poses. In the following section we reprint Geoff’s ten point
guidelines for the ‘greening’ of outdoor centres (reprinted
with thanks to Geoff and the Journal of Adventure Education).
Perhaps this could be used as a discussion paper in staff and
older member training, or as a part of a Local Agenda 21 initiative?
The Greening of Outdoor Centres
How should the modern outdoor/environmental centre differ
from the traditional outdoor pursuits or field studies centre?
To answer this, I’ve suggested a series of guidelines, reprinted
below.
It is clear that changes must affect all aspects of the life
of the centre. Saving aluminium cans or planting hedgerows does
not make a centre ‘green’. There is a need to establish
a philosophy, where the aims relate to the process of environmental
education. Who are the learners? What are they learning?
Where does it take place? All these aspects should be compatible.
A centre is far more than a set of buildings where a programme
of activities is based. The ethos should permeate attitudes and
behaviour of staff and students, organisational procedures, the
curriculum (and the ‘hidden’ curriculum) as well as
the physical environment (buildings, grounds etc.) of the centre.
- The aim should be holistic education. Personal, social and
environmental awareness and skills are all part of the same
process. This ethos should permeate the work of the centre.
- Centres should move away from narrow programmes based on academic
fieldwork or physical outdoor activities. They should broaden
their base to include other approaches, for example, through
art, drama or problem solving, which encourage environmental
learning.
- Centres should question the importance they place on activities.
Are they an end in themselves or used as a vehicle for learning?
Are the learning outcomes of each activity clearly stated? Are
there opportunities to ‘plan, do and review’?
- Centres should develop programmes in consultation with students
to give a sense of ownership and foster self-reliance. The ‘atmosphere’
and organisation of the centre should be conducive to this process.
- Teaching and learning styles should be varied and flexible
depending on activities and situations. They should be designed
to encourage all students to achieve their potential.
- Centres should address all aspects of environmental education
from awareness, understanding and development of skills to the
discussion of attitudes and values and the ways in which action
can be taken. They should tackle the major ecological concepts
which govern all life on the planet. Through environmental issues
they should also introduce economic and political systems and
how they influence the environment. The aim should be to encourage
citizens who are aware and environmentally competent.
- Centres should have an ‘open’ policy fostering
links with the local community and other organisations and agencies
working towards similar aims. They should look at ways of sharing
expertise with other centres and encourage in-service development
of their own staff.
- Centres should try to improve their own environmental actions,
for instance in terms of energy saving, recycling and use of
materials. They should examine their activities and use of sites
and ensure that these are compatible with their overall aims.
There should be attempts to improve environments through practical
conservation.
- Through their own example, centres should discuss with leaders
and participants on courses, ways to make improvements in their
own actions and encourage them to adopt more sustainable lifestyles.
- Centres should try to relate local issues to global patterns.
The message should be positive, forward-looking and attempt
to broaden the horizons and foster international understanding.
Geoff Cooper can be contacted at Low Bank Outdoor Education Centre,
Coniston, Cumbria LA21 8AA. Tel 015394 41314.
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