As an IB Educator of Grade 5 students, my personal mission is to develop compassionate leaders, who want to make a difference in our world. Join me as I begin my journey of inquiry to find out more about the key agents of change and the role that educators have in creating positive sustainable change in our world.

October 30th, 2017

The concept of sustainability has been in our global political, social and economic forefront for many years, from the significance of Rachel Carson's 1962 book 'Silent Spring' and our first Earth Day (1970). The Brundtland Report (1987) clearly identified the dire need for our world to commit to sustainable development to ensure our future. Sustainability as a concept represents a call for action that is crucial to our existence, and this can be very overwhelming and complex as Milligan (2015) argued. But amidst all of this, individuals, organisations and governments are reluctant to act. Why is there still no clear united agreement on the concept of sustainability, and how as an educator, can I change this? In search of answers, I want to find out more about key individuals who have influenced change, what they advocate for, and how I can use this within my educational setting to instigate change.

The evolvement of the concept of sustainability was inspired by many female role models, such as Rachel Carson whose stark warning to our world in her book ‘Silent Spring’ written in 1962 is responsible for igniting a massive environmental movement. Why is it that historically raising awareness, a sense of personal responsibility and a will to act about these global issues of sustainability has and continues to be a massive challenge? Carson was instrumental in changing people's perspectives of sustainability and drawing attention to how connected we are to nature. She left a legacy that continues to drive and inspire a change in thinking and behaviour. As an educator, this video below highlights the need to connect students to nature, and to make them aware of how their actions impact on others.

Another influential female leader, UNESCO Director-General Irina Bokova sees education and sustainability as connected. Without education, people are denied the possibility of having a better life. In this article, I was particularly interested in how she asserts that to achieve the Sustainable Development Goal 4 (SDG4), it is imperative that the G20 develop our whole education spectrum. Sustainability and education are undeniably tangled together. Our agents of change must be given the knowledge, skills and support to be able to take action on these issues of global citizenship.

And I wondered, why are sustainable practices in education still not mandatory? What will be the turning point in the paradigm of education? Hensley's (2011) strongly asserts that you cannot separate curriculum studies and sustainability. Hensley outlined that the Stockholm Declaration of 1972 was the first declaration to suggest that education was crucial to sustainability, and in fact stated in Principle #19, that sustainability education should be a requirement.

This lead me to learn more about the Education for Sustainability (EfS) movement, a term now used internationally and by United Nations (UN) for a framework with the goal to develop students, schools and communities with the heart to take action on issues of sustainability locally and globally. To instigate change, students must be taught and understand their interdependence. Tom Mc Lean (2013) in an IB position paper also sees the evolution of Sustainability Education (SE) intertwined with our Mission Statement, and achievable if we foster students who know that we are all connected and responsible for caring for our world.

But how do we as educators develop political will in our students, when as Milligan (2015) strongly asserts, there has been insufficient progress despite the global evolution of sustainability for more than thirty years? If we want our students to care about global issues, they must feel like global citizens. RMIT's number 1 Sustainability Principle is to 'acknowledge the interconnections at all levels within our biosphere'. We are all connected. Hugh Evans in this video below asserts that our future depends on global citizens and their need to act to make a difference in our world.

I have always loved lush Banyan trees and see them as presenting environmental virtues and ethics. They stand as I strive my students to stand, with integrity, compassion and humility. And most importantly, connected as one. The concept of sustainability requires us to connect as a collective global community, be future-oriented, aware of our actions and how they impact on others. Education is indeed intertwined with sustainability. I look forward to continuing this inquiry to learn more about how I can transform personal perspectives of my students and peers, and instigate change in our world.