OBSERVARE

Universidade Autónoma de Lisboa

ISSN: 1647-7251

Vol. 2, no. 2 (Autumn 2011), pp. 149-152

Critical Review

Kagawa, Fumiyo et Selby, David (ed) (2011). Education and Climate

Change. Living and learning in interesting times. New York: Routledge:

259 pp. ISBN10: 0-415-80585-6

by Brígida Rocha Brito

email: brigidabrito@netcabo.pt

Holder of a PhD in African Studies by ISCTE–IUL.

Lecturer at the Department of International Relations at Universidade Autónoma de Lisboa,

Deputy Director of JANUS.NET, e-journal of International Relations.

Researcher at OBSERVARE (UAL) and the Centre for African studies (ISCTE-IUL).

Guest Assistant Lecturer in the Department of Sociology of the University of Évora.

“Education and Climate Change. Living and learning in interesting times” is a

co-authored book coordinated by Fumiyo Kagawa and David Selby published in 2010 by

Routledge.

The book arouses interest for two main reasons, and any one of them is valid and

sufficient to justify a careful reading: one the one hand, it is the central topic of the

book and, on the other, the curricula of the authors. Accordingly:

1. The first reason lies in the subject under discussion – the pedagogical approach on

climate change worldwide, bearing in mind its multiple impacts on several aspects

of human life (health, food security, several types of economic production, ...) –

which no doubt is a current topic of major importance. Implicitly, the analysis refers

to the importance of International Relations in the context of environmental issues,

and considers sustainability as the central goal. However, in this book the reverse is

equally true, since environmental issues are equally important for International

Relations, given that all examples presented and discussed are advanced from a

holistic perspective;

2. The second reason has to do with the coordinators, co-authors of the book and of

the preface. Fumiyo Kagawa is research coordinator at the Centre for Sustainable

Futures at the University of Plymouth, United Kingdom, and David Selby is a

Professor at Mount St. Vincent University, Canada, and Director of Sustainability

Frontiers, a virtual research centre on climate change and sustainable education. In

addition to the articles written by the coordinators, the book includes texts authored

by lecturers from international renowned universities and researchers from research

centres recognized worldwide by their peers

. The preface was written by Bishop

Virginia Cawagas (Associate Professor at the United Nations University for Peace, Costa Rica), Darlene

Elower (Associate Professor at the University of Victoria, Canada), Ian Davis (Professor at the University

of York), George Seja Dei (Full Professor at the University of Toronto, Canada), Edgar González-

JANUS.NET, e-journal of International Relations

ISSN: 1647-7251

Vol. 2, no. 2 (Autumn 2011), pp. 149-152

Critical Review

Brígida Rocha Brito

150

Desmond Tutu, Nobel Peace Prize Laureate in 1984. In the first words of the

preface, he reinforces the idea that climate change, besides being global, has a

human cause, for which reason, more than vital, it is urgent to adopt and

implement a wide range of measures, adjusted by sectorial areas, and which must

be undertaken by all states and embraced by the world’s population with a sense of

responsibility. Desmond Tutu defines climate change as one of the main world crisis

carried out by Humanity, and which has proven to be unbalanced in terms of its

impacts.

“Climate change is the greatest human-induced crisis facing the

World today. It is totally indiscriminate of race, culture and

religion. It affects every human being on the Planet. But, so far,

its impacts have fallen disproportionately. In response to

climate change, the World «adaptation» has become part of

standard vocabulary” (pp: XV)

As a work of joint authorship, it arouses a wide-ranging interest, allowing different

perspectives on the same problem to come to the fore and, in addition, relate thematic

areas, cross indicators, complement readings and reinvent methodologies to address

the desired sustainability concept.

Above all, this book is pedagogical in that it allows the reader to learn about

environmental issues from a critical theoretical approach. Readers also become familiar

with the technical and scientific explanation about the processes that lead to climate

change and corresponding consequences and, ultimately, benefit from the sharing of

research experiences carried out by the respective authors.

The book is organised around twelve thematic texts

which, despite the specificities of

each analysis, present a set of common concerns, mostly centred on the concept of

social and environmental sustainability worldwide. All authors agree on three major

issues: the urgency that the matter requires, involving reflection, debate,

Gaudiano (Senior Researcher at Universidade Autónoma de Nuevo Leon, Mexico, and member of the

Commission on Education and Communication of t

International Union for Conservation of Nature

IUCN UICN), Magnus Haavelsrud (Professor at the Norwegian University of Science and Technology in

Trondheim, Norway), Bud Hall (Director of the Office of Community-based research at the University of

Victoria, Canada), Heila Lotz-Sisitka (Full Professor in Environmental Education and sustainability at the

University of Rhodes, South Africa), Pablo Meira Cartea (Professor at the University of Santiago de

Compostela, Spain), James Pitt (Senior Researcher at the University of York, United Kingdom), Jane

Reed (Coordinator of the International Network for School Improvement at the London Centre for

Leadership, University of London), Janet Richardson (Professor at the University of Plymouth, United

Kingdom), Toh Swee-Hin (Professor and Director at Griffith University Multi Faith Centre, Australia),

Margareth Wade (Professor at the University of Plymouth, United Kingdom).

The twelve articles are: 1) Climate change education and communication: a critical perspective on

obstacles and resistances; 2) Go, go, go, said the Bird: sustainability-related education in interesting

times; 3) Peace learning: universalism in interesting times; 4) Climate injustice: how should education

respond?; 5) The environment, climate change, ecological sustainability, and antiracist education; 6)

Learning in emergencies: defense of Humanity for a livable World; 7) Sustainable democracy: issues,

challenges and proposals for citizenship education in an age of climate change; 8) School improvement

in transition: an emerging agenda for interesting times; 9) Critique, create and act: environmental adult

and social movement learning in an era of climate change; 10) Transforming the ecological crisis:

challenges for faith and interfaith education in interesting times; 11) Public health threats in a changing

climate: meeting the challenges through sustainable health education; 12) Weaving change: improvising

global wisdom in interesting and dangerous times.

JANUS.NET, e-journal of International Relations

ISSN: 1647-7251

Vol. 2, no. 2 (Autumn 2011), pp. 149-152

Critical Review

Brígida Rocha Brito

151

methodological redefinition and global intervention; 2) the need for a participatory

methodological approach with the active involvement of everyone, ranging from

ordinary citizens to the rulers; 3= sustainability as a goal, with continual reference to

the new generations.

One of the major concerns highlighted in the twelve texts is the strategy to be adopted

after awareness that, besides being an undisputable reality, climate change has major

impacts that linger over time. The strategy advocated, which was shared by all authors,

focuses on a conscious and responsible Environmental Education embraced by all

regardless of origin or place of residence, economic and financial capacity or culture.

Given the awareness that climate change is global and world-encompassing, it is

necessary to create a new universalism (Haavelsrud, 2010: 57 and following) based on

a dynamic concept of Humanity guided by common objectives (“commonality”),

including Peace, using a “transformative learning” methodology.

On an international level, dialogue is also considered from a global perspective (Sisitka,

2010: 73 and following) due to the urgent need to find contextualized answers to

problems posed by climate change. This idea is based on the perception that negative

socio-environmental impacts, including economic and political actions, are becoming

more intense and difficult to resolve and also on the findings that those who feel the

effects of climate change the most are not the same as the ones causing it. And

ultimately, on the awareness that the consequences of climate change are so structural

that what is at stake is the continuity of life in the entire planet. Thus, the relationship

between climate change, equity and justice is equated, which, to some extent, does

away with the conventional concept of territorial boundaries, incorporating educational

enabling methodologies that are transnational and global, since the problems felt also

have those characteristics.

The educational strategy is designed transversally so as to be an opportunity to rethink

attitudes and behaviours and also to refocus priorities and objectives at what is deemed

to be “interesting times” (Kagawa et Selby, 2010). This period in time is considered to

be unique because it is characterised both by multiple changes in the climate and by

the chance to shape attitudes and learn from previous mistakes. This stimulates a

transformative process on a individual and social basis (group-based, whatever it may

be) that calls for ethical and moral principles, producing positive impacts in terms of

effective and active involvement (engagement) that leads to a “mirror response”

(Kagawa et Selby, 2010: 5 and following). The “mirror response” is shown very clearly,

and is brought into evidence by the proven perception that climate change stems, in

part, from unplanned human activity without associated impact studies and also from

the awareness that the effects of this change may be felt by human communities in

such a radical manner that, more than economic or purely environmental, it

undermines the sustainability of human life.

This idea of a “mirror response” goes beyond the conventional principles of

environmental determinism and is particularly advocated in a pedagogical sense,

regardless of the groups involved (children, youth, adults, specific socio-professional

groups, managers and entrepreneurs, politicians and rulers,...). This educational

strategy encompasses society on the whole at micro and macro level, and it takes into

consideration the entire world dynamics. This idea is often advanced by referring to Al

Gore:

JANUS.NET, e-journal of International Relations

ISSN: 1647-7251

Vol. 2, no. 2 (Autumn 2011), pp. 149-152

Critical Review

Brígida Rocha Brito

152

“It gives us an opportunity to experience something that few

generations ever have the privilege of knowing: a common

moral purpose compelling enough to lift us above our

limitations” (Gore apud Kagawa et Selby, 2010: 4)

As one of the elements that all the analyses presented agree about, the educational

strategy implies the ability for participatory involvement and may be differentiated into

“education for sustainable contraction” and “education for sustainable moderation”

(Selby, 2010: 41 and following), both of which aiming at indentifying alternative

intervention methodologies for a reversal of the effects of climate change in the long

term.

The participatory methodological approach towards the creation and strengthening of

active citizenship is not new, but the relational view bringing together participation and

global environmental citizenship fostered internationally as a means to overcome crisis

situations is innovative (Davies, 2010: 128 and following). Likewise, this socio-

environmental learning process, which empowers and creates “new” citizens who

experience problems from a local dimension but are aware of their inherent global

nature, is basically critical, creative and focuses on action and intervention (Clover,

2010: 162). Accordingly, it moves away from purely theoretical and descriptive

approaches and from listings of intent with no practical application (Reed, 2010: 141

and following) and which will get down in history as well written documents that, for

distinct reasons, were never implemented.

Thus, the environmental problems brought about by climate change are presented as a

learning paradigm with the potential to promote social change, based on systemic and

holistic principles (Swee-Hin, 2010: 180 and following). In other words, it is guided by

integrating criteria based on local, national and regional and, above all, international

ethics. Once more, these elements are guided by critical and constructive dialogue

regulated by values in order to ensure the sustainability of life worldwide.

How to cite this Critical Review

Brito, Brígida Rocha (2011). Critical Review of Kagawa, Fumiyo et Selby, David (ed) (2011).

Education and Climate Change. Living and learning in interesting times. New York:

Routledge: 259 pp. ISBN10: 0-415-80585-6, JANUS.NET e-journal of International

Relations, Vol. 2, No. 2, Autumn 2011. Accessed [online] on date of last view,

observare.ual.pt/janus.net/pt_vol2_n2_rec1