Environmental Sustainability, Neoliberalism, and Social Justice

• In Event: Building a Sustainable Future Through an Understanding of Neoliberalism, Youth, Art, and Resistance

Abstract

Environmental Sustainability, Neoliberalism and Social Justice
Objectives
Climate change, water and air pollution, and declining energy and water resources result from an economic system that not only inadequately addresses these issues, but is a significant cause of them. This has become increasing evident to economists (Block & Powers, 2014), religious leaders (Pope Francis, 2015), political leaders, and the public (Klein, 2015). The connections between the environment and the economy, however, are inadequately addressed in our schools. Here, we draw on our combined experience in global development and education, teaching environmental health in K-12 schools in the United States, and teaching about health risks posed by air and water pollution in sub-Saharan Africa. We suggest that educational institutions need to explicitly show the relationship between the real and fiscal economies and, how the dominant neoliberal economic emphasis on markets and technological solutions contribute, to the environmental crisis.
Perspectives:
The analysis is situated within three perspectives: neoliberal economic theory, just sustainabilities, and the capability approach. Understanding neoliberal economic theory shows how the current dominant economic and education policies reflect neoliberal assumptions privileging the individual within competitive markets. Such thinking leads to educational practices emphasizing learning for economic productivity. In contrast, the concept of just sustainabilities focuses on improving our quality of life and wellbeing; meeting the needs of both present and future generations, living within ecosystem limits, and working towards justice and equity in terms of recognition, process, procedure, and outcome (Agyeman, 2005, 92). Lastly, the capability approach draws our attention away from income and social goods towards wellbeing and what people are actually able to be and do (Walker, 2006). Rather than economic factors, the approach focuses on “the expansion of the ‘capabilities’ of persons to lead the kind of lives they value–and have reason to value” (Sen, 1999, p.18).
Methods of Inquiry/Data sources
The perspectives above are used to examine two educational projects for how they reflect the tensions between teaching for a critical understanding of the environment, versus preparing students for advancing a neoliberal status quo. The first project was a seven-year effort to incorporate environmental health education into K-12 classrooms. The successful project was terminated so that teachers could prepare students for standardized tests. The second project aimed to teach primary school students in in sub Saharan Africa about energy use and air and water pollution This project is further examined in light of both the United Nations’ Millennium Development Goals, and the 2015 Sustainable Development Goals.
Substantiated Conclusions:
Environmental education should be situated within the shift from economic theories that support economic growth and market-based decision making to economic theories that take into account our relationship to the environment and efforts to create a world that reflects principles of just sustainability and wellbeing.
Significance: Educators, and particularly environmental educators, must understand and frame their teaching around the intersection of the environment and the economy. Furthermore, schooling must be conceptualized not as preparation for standardized testing, but as a means to develop students’ capabilities regarding environmental concepts and notions of justice.

Authors

• David W. Hursh, University of Rochester

• Alice Jowett, University of Redlands