Module 1
Taking Action in the Classroom
I really like The Lazy Person’s Guide to Saving the World. It lays out very easy actionable goals for everyone to be able to accomplish and has increasing levels of items you can do. Many of these things I already do like paperless statements, sharing on social media, composting, and using reusable bags. This is definitely a resource I could use in the classroom with intermediate students where we could come up with our own list of goals. I also really love the 170 Daily Actions and think this could be a great for students to get excited about sustainability. When I first saw this resource it made me think of a Bingo sheet, where you could choose certain ones and as a class start incorporating them into daily routines. This could be a school wide initiative too. Something I have been doing a lot more is instead of purchasing new books is looking at my local second hand store or hitting the library up. I have also been sharing books with others, and donating my books to the second hand store. My family has cut out many meat products and strives to eat only sustainably caught seafood. I started following @theglobalgoals, @theworldslesson, and @UN on Instagram. I also downloaded 170 Daily Actions. By following these accounts I hope to broaden my knowledge on the current happenings, but also create other connections with like minded educators. I also plan to incorporate 170 Daily Actions into my teaching, even as a TOC, and I hope to bring this to my colleagues in case they have never seen it.
Works Cited
âThe Lazy Personâs Guide to Saving the World – United Nations Sustainable Development.â United Nations, United Nations, www.un.org/sustainabledevelopment/takeaction/. Accessed 31 Jan. 2024.
â170 Daily Actions to Transform Our World.â Sustainable Development Goals, United Nations, drive.google.com/file/d/1iMdE6DLLuCqwq3K9U-DaTUWB6KyMa8QG/view. Accessed 31 Jan. 2024.
Module 2
Transforming our World through Education
Target
4.4 substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
Indicator
4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
Local Progress
School District #43âs (SD43) Directions 2025: Strategic Goals & Objectives lays the groundwork for all decisions made within the district daily including, âthose made at the individual level between teacher and student; those made at the classroom or whole school level; and those made at the district levelâ to be able to fulfill and connect to the districts mission and values. The Board of Education believes that âinnovation, creativity, problem solving, critical thinking and sustainabilityâ (SD43) is one of the key elements in integrating technical and vocational skills in schools. Under strategic goal 1 an objective SD43 states is toâequip students for a world that requires practical scientific, technical and innovation skills through STEAM and Career Educationâ (SD43). The district is a leader in STEAM education giving opportunities for innovation, sustainability, and connecting FPPL for all students. Students explore minecraft education through the âMy Fantasy Homeâ Challenge, program microbits through a district wide challenge called âA Bit at a timeâ to create a micropet, and engage in outdoor learning through inquiry based questions where students are the researcher.
Global Progress
From my research there looks to be steady but slow progress in addressing STEAM related skills. The United Nations 2030 Agenda highlights that there are many roadblocks within African countries, landlocked countries, and countries in conflict. There is also a high financial demand to integrate information and communication technology skills. According to the United Nations Goal 4 report under progress for 2022 lack of skill is an impediment in the progress of information and communication technology skills as many lack the basic skills like sending an email with an attachment or creating a presentation.
Works Cited
Coquitlam School District 43 (SD43). âDirections 2025: Strategic goals and Objectives.â Coquitlam School District, 2020, https://www.sd43.bc.ca/Board/Vision/Documents/Directions2025.pdf.
School District No. 43 (Coquitlam). âSTEM/STEAM.â Coquitlam School District,https://www.sd43.bc.ca/Programs/steam/Pages/default.aspx#/=.
United Nations. âTransforming Our World: The 2030 Agenda for Sustainable Development.â United Nations, Department of Economic and Social Affairs, 25 Sept. 2015, https://sdgs.un.org/2030agenda.
United Nations. âGoal 4.â United Nations, Department of Economic and Social Affairs, https://sdgs.un.org/goals/goal4#progress_and_info. Accessed 12, Feb. 2024.
| See it! |  âUnderstanding Inquiry Learning.â Natlib.Govt.Nz, natlib.govt.nz/schools/school-libraries/library-services-for-teaching-and-learning/supporting-inquiry-learning/understanding-inquiry-learning. Accessed 12 Feb. 2024. |
| Feel it! | I feel that at a local level, and probably Canada wide, we have the financial means and access to integrate information and communications technology skills readily within education. As for globally, I feel that we are falling behind on meeting this SDG because of the financial strain purchasing technology puts on different countries. |
| Ask it! | I wonder how we can give access to the technology needed more easily? What would that look like in developing or conflict countries? |
| Show it! |  Erb, Amy. â5 Simple Ways to Integrate STEAM Education into Elementary Classrooms.â eSchool News, 22 Oct. 2020, www.eschoolnews.com/steam/2020/10/22/5-simple-ways-to-integrate-steam-education-into-elementary-classrooms/. |
Module 3
Developing Global Mindedness
Evans defines a global citizen as a “member of the human race and someone who is prepared to act on that belief, to tackle our world’s greatest challenge.” Global citizens are people who think and act beyond themselves, something that is woven into their identities. Their actions are not just one off occurrences but something that inspires and engages other people to get involved and stay involved so that their actions creates a ripple effect that extends beyond where one person lives. Something that stood out in the TED Talk was when Evans discussed the ‘not in my backyard’ mentality in engaging in global issues. I think that those who still hold on to this mentality truly cannot gain a global mindset and see the larger picture beyond what directly affects them. A global mindset considers all people and conditions and creates a plan of action to engage, encourage and act with other people to make a change. I liked the idea Evans had with the concert where “activism is the currency” to gain a ticket, but I wonder if this encouraged people to only engage in activism for personal benefit or if their efforts changed the way they view the world.
Looking at the core competencies I believe that these three are closely connected in fostering the development of global mindedness, communication, critical & reflective thinking, positive personal & cultural identity. Strong communication skills are an integral part of building relationships with people and creating change within communities and further. I don’t believe that someone can have global mindedness without critically and reflectively thinking about their own actions, but those of others as well. The last part that I feel is important is to be able to look inward and know your own identity, where your ancestors are from, what have they contributed to.
Works Cited
TED. âWhat Does It Mean to Be a Citizen of the World?: Hugh Evans.â YouTube, Youtube, 4 May 2016, youtu.be/ODLg_00f9BE?si=GzkVJiM5bjVpfC2U.
Module 4
Exploring Climate Justice
Connections: What connections do you draw from the video(s) about the causes and consequences of poverty? How are poverty and inequality connected?
A lot of what was touched on in both videos I explored through building the connections of the causes and consequences of poverty through my mind map. In Climate Justice is Social Justice from Earth Rise Productions it discussed how âthose who are the least responsible, are already suffering the consequencesâ due to the âglobal northâ monopolizing the board making the âglobal southâ extremely prone to the climate crisis (Earth Rise Productions). Those who are most at risk of climate and social injustice are People of Colour, Indigenous communities, and women. In the Environmental Justice (Grist) video it stated that people of Colour have continually been segregated into neighbourhoods that have higher pollution because the rich white people donât want to live there or have people of colour in their neighbourhoods. This concept of âusâ and âthemâ continues to thrive today through pipelines being constructed through unceded Indigenous land, and forcing People of Colour into areas where factories are emitting a lot of pollution. The visual in Climate Justice is Social Justice on the past, the present, and the future painted a picture of little change, where it can be perceived as boiling down to colonialism and slavery giving the climate crisis the fuel it needed.
Challenge: What ideas, positions, or assumptions do you want to challenge in the video(s)?
One idea that was made in the Climate Justice is Social Justice video is the âGreen New Dealâ policy. This policy just seems too good to be true, and possibly infeasible for many countries without the âglobal northâ (Earth Rise Productions) stepping in and saving the day. It seems that to attain the âGreen New Dealâ that major infrastructure would have to be built, requiring mass amounts of money, to be able to introduce modernized energy, transport, housing and food systems. While this policy seems to bring millions of jobs with it, where will these people work if the infrastructure canât be built in their home country? Where does that leave all those in the âglobal southâ (Earth Rise Productions) but to migrate to have these jobs, to build this âbetterâ future. To me it just seems like a way to sweep those countries under the rug, specially if countries are closing their doors to climate refugees.
Concepts: What key concepts or ideas are important and worth holding onto from the video(s)? How can climate justice concepts provide insight into the causes and consequences of poverty and inequality?
Keeping a human centered approach as we plan and tackle the issues that have arisen from the climate crisis must be at the center of it all. The social inequities people are facing are directly linked to land use, and how those who are already living in poverty are already suffering the negative effects of climate change. As we begin to see more environmental disasters like sea level rise, extreme weather events etc. those who are already disadvantaged by race, ethnicity, or income suffer the most. This leads them to possibly be a climate refugee, but only if another country lets them in further pushing them below the poverty line.
Changes: What changes in attitudes, thinking, or actions are suggested by the video(s) for you or other stakeholders?
The changes that need to be made are changing our mindset from âwhatever I do wonât matterâ to âmy actions can be part of the changeâ. I feel that a lot of people within the âglobal northâ (Earth Rise Productions) have this similar mentality because of the luxuries we have been given. Small actions like changing what we eat, our mode of transportation, and bringing awareness and education to our communities or politicians. If we donât stand up and make noise now, we are all going to suffer. Real change starts small and builds, making us all become global citizens.
Works Cited
Earth Rise Productions. âClimate Justice Is Social Justice.â YouTube, Earth Rise Productions, 23 July 2021, www.youtube.com/watch?v=jY2eWJ-U_VQ&t=175s.
Grist. âEnvironmental Justice, Explained.â YouTube, Grist, 26 Jan. 2016, www.youtube.com/watch?v=dREtXUij6_c.
Indigenous Rights & Perspectives
The Earth is yelling at us, that changes need to be made in order for the survival of all people. It is imperative that we listen, recognize and include Indigenous rights and perspectives in the UN 2030 Agenda for Sustainable Development. The Universal Declaration of Human Rights, and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) are directly linked in how we need to proceed in sustainable development.ââ
Indigenous communities hold vast amounts of traditional knowledge of the land, sustainable resource management, biodiversity protection, and ways to mitigate climate change. But this knowledge has almost been ripped from them through historical injustices, such as cultural genocide, displacement, poverty, and loss of language. Article 18 (UNDRIP 8) states that âIndigenous peoples have the right to participate in decision-making in matters which would affect their rightsâ, and in order to not repeat past actions and push our world into further disarray we must use these policies as a blueprint. Include Indigenous voices into the conversation so that we can build a sustainable future.
Through a human centered approach and the perspectives and knowledge Indigenous Peoples have gathered over time we can begin to build a sustainable future. We must recognize the invaluable knowledge and sustainable practices Indigenous communities have gathered to be able to achieve the UN 2030 Agenda for Sustainable Development.
Works Cited
United Nations. âUN Chief on Human Rights Day 2020 – Recover Better: Stand up for Human Rights.â YouTube, United Nations, 9 Dec. 2020, https://www.youtube.com/watch?v=zMOQysqo-qE. Accessed 1 March 2024.
United Nations. âUnited Nations Declaration on the Rights of Indigenous Peoples.â United Nations, United Nations, Mar. 2008, https://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf. Accessed 1 March 2024.
UN System Chief Executives Board for Coordination (CEB). âBuilding an Inclusive, Sustainable and Resilient Future with Indigenous Peoples: A Call to Action.â UN System Chief Executives Board for Coordination, https://unsceb.org/building-inclusive-sustainable-and-resilient-future-indigenous-peoples-call-action. Accessed 1 March 2024.
Beyond the Headlines
Transgender Afghans escape Taliban persecution only to find “a worse situation” as refugees in Pakistan by Sami Yousafzai with CBC News.
Being in a country that has made a lot of progress on LGBTQIA2S+ rights, while still very recently changing laws for marriage and medical benefits it still astounds me how little progress has been made in other countries. Transgender and third gender Afghan refugees have had to flee their homes to Pakistan in order to face a new set of challenges. While their lives may be slightly safer there is huge risk of being deported back to a country where they are not given the same civil and human rights. Since the Taliban has taken over again those who are trans or third gender are not recognized as a group of people so there is no way for them to seek justice for the injustices done to them. The article discusses the marginalization and discrimination those who do not fit the traditional gender norms face. The experiences these two women mentioned in the article are similar in ways to what some friends of mine have experienced. Students can use an article like this as a point for further inquiry to examine the discrimination and violence women and girls face, and to look at current legislation on gender equality in our city and beyond.
Counter Protest Planned for Anti-SOGI Rally at Coquitlam City Hall by Janis Cleugh with Tri-City News.
The beginning of the school year in Coquitlam has been challenging for students identifying as trans or gender diverse with the push back from the 1 Million March 4 Children organized by Hands off Our Kids to remove the SOGI curriculum in schools. They are pushing to erase trans and gender diverse people from the curriculum, but also within schools. This not only makes it unsafe for students and staff who are trans or gender diverse but it goes against the human rights of these people. This protest came not long after another one in front of the public library to stop drag queen story time. I have personally had parents email and call and ask when I would be teaching SOGI curriculum so they could take their child out of school, but I explained that it is not just one time but integrated into all pieces of curriculum. Having students look at local events and reflect on what our school community looks, feels, and sounds like relates back to my personal inquiry around gender equality within schools. This could also allow students to look deeper into activism they can participate within our city or school, much like the students at a local high school who petitioned city hall to raise a pride flag after this incident, which was unanimously supported.
Works Cited
Yousafzai, Sami. âTransgender Afghans Escape Taliban Persecution Only to Find âa Worse Situationâ as Refugees in Pakistan.â CBS News, CBS Interactive, 29 Feb. 2024, www.cbsnews.com/news/transgender-afghan-refugees-escape-taliban-find-worse-situation-in-pakistan/. Accessed 6 Mar. 2024.
Cleugh, Janis. âCounter Protest Planned for Anti-SOGI Rally at Coquitlam City Hall.â Tri-City News, 19 Sept. 2023, www.tricitynews.com/local-news/counter-protest-planned-for-anti-sogi-rally-at-coquitlam-city-hall-7567488. Accessed 6 Mar. 2024.
Module 5
Environmental Sustainability Campaigns
Youth Climate Corps (YCC) began as a gross roots program from Wildsight in 2020 that began in Nelson, BC. What is interesting about this camping is that YCC pays youth a living wage to do this work. They found that many organizations just assume that youth will volunteer to do this work without being paid but by paying youth this allows everyone to be able to get involved. YCCs hope is that they will act as a catalyst for youth to get into the environmental sector and have had many youth go on to be active participants of climate action groups. Their current projects are in Kamloops, Vancouver, and North Vancouver Island.
Learn more about YCC:Â https://www.youthclimatecorps.com
Works Cited
âClimate Action: Youth Climate Corps BC.â YCCBC, www.youthclimatecorps.com/. Accessed 14 Mar. 2024.Â
Tomar, Arian. âThe Youth Climate Corps BC.â YouTube, YouTube, 29 Feb. 2024, youtu.be/aA4flC9tXW8?si=RGaIUPKbvh0NlJyU.Â
Taking Action in the Classroom
Project Nexus, a public-private-academic pilot project aims to bring solar panels to 8,500 feet over three sections of canal in California. Though California is not the first to use this technology, India has implemented solar canal sections but have run into roadblocks on chunky technology and have run into problems with servicing due to how they installed them initially. California’s hope is to reduce the amount of weeds that grow within the canal, decrease evaporation, and generate clean energy. Millet discussed a study the University of California, Merced did where they estimated â63 billion gallons of water could be saved by covering Californiaâs 4,000 miles of canals with solar panels that could also generate 13 gigawatts of power,â enough to power LA for almost nine months. California will take what it has learned from India as they build their solar canal sections but what is hindering progress is the amount of funding to get the whole canal covered. This initiative is something that could truly help Californiaâs drought issues as we move forward.
Works Cited
Millet, Isabella. âThe Promise and Potential of Solar Canals.â EESI, Environmental and Energy Study Institute, 13 June 2023, www.eesi.org/articles/view/the-promise-and-potential-of-solar-canals. Accessed 16 Mar. 2024.
Peterson, Brittany, and Sibi Arasu. âSolar Panels Built over Water Canals Seem like a No-Brainer. so Why Arenât They Widespread?â PBS, Public Broadcasting Service, 20 July 2023, www.pbs.org/newshour/economy/solar-panels-built-over-water-canals-seem-like-a-no-brainer-so-why-arent-they-widespread. Accessed 16 Mar. 2024.