So what goes into our ‘Agent of Change Toolbox’ and what is the most important tool?

November, 2017

This is such a profound question...….How do we cultivate such significant behavioural change, especially when so many of the reasons that we do engage in unsustainable behaviour is embedded in our culture, busy lifestyle and social norms? There are many challenges in fostering MY ‘will to act’ (let alone others!). What goes into this toolbox?

Enriching the heart

This is Number One for me. As an IB Educator, the Learner Profiles are the heart of our curriculum. They are common values and attitudes, defining what is essential for any internationally minded person in making our world a better place. Our curriculum emphasises developing students who believe in common humanity and shared guardianship of our planet, and this is fundamental to fostering behaviour change for sustainability (IBO, 2013). Learner Profiles are values such as empathy, open-mindedness, respect, and appreciation of diversity, which are all crucial in facilitating principled action. Principled action is about making responsible and ethical choices about our local and global issues, and to do this, students must be sensitive to the needs of others from different cultures, religions, and places (Mc Lean, 2013).

‘Digital Storytelling’ can be a powerful resource for facilitating change, as Sennet as cited in Mulligan (2017) outlines, and it not only motivates people to change their feelings, thinking and/or behaviour, but it can also help reduce the social isolation of the issues, and build meaningful connections to overcome inequality and injustice. Chris Ulmer, a former Inclusive Education teacher has taken this storytelling to an incredible level, and created a nonprofit organisation called 'Special Books by Special kids' where he interviews children/adults with special needs.

Giddens and Hawken as cited in Mulligan (2017), also see technology as playing a vital role in helping us to connect and relate to each other, and to empower behavioural change. Videos such as the TED talk, where students Melati and Isabel Wijsen are on a mission to ban plastic bags in Bali, also serve to empower students with the confidence that change can happen.

Internationally minded - a global citizen (heart, knowledge and skills)

Students must be globally connected to become engaged in changing behaviour to live sustainably. In our IB curriculum, we use the term ‘internationally minded’. Hacking et al., (2015) sees this as the key to intercultural understanding, global engagement and multilingualism. Being ‘internationally minded’ means that someone is respectful to others, open-minded to different perspectives and able to communicate multilingually so that they can relate to others and develop key understandings about global issues. Although an open and caring heart is fundamental, we also need knowledge and skills to solve these problems. To reduce our plastic consumption, we can not only change our own actions, but we have to raise awareness, educate and motivate others to act. Identifying the barriers to this change (such as cultural beliefs or systems), enables us to develop SMART strategies that will encourage positive change. To take meaningful action, students also need skills such as the ability to investigate the world. They need to be able to communicate their ideas effectively to varied audiences and bridge those cultural, ideological barriers. As a teacher, providing a global context within our learning engagements is fundamental in fostering behaviour change for sustainability.

It begins with me - role model

It is not only our responsibility to foster behavioural change, but it begins with me and my actions. I found the Reflective Journal really powerful in forcing me to critically analyse my own behaviour, and highlight that it's my small daily actions that I do at work (such as buying takeaway coffee in a plastic container) that sends a very implicit message to our students and can influence behavioural change. It is also about having that sense of optimism that David Boyd spoke about, whereby role modelling confidently that my actions do make a difference, students will be motivated to reevaluate their own actions. My actions can construct this environment for change. Rose (1996) as cited in Mulligan (2017) asserts that individuals must create communities that will provide a sense of belonging and common goals, which in turn will cultivate a positive behavioural change. It really does begin with me.

Collective community

According to Mulligan (2017), meaningful community engagement work can build momentum for wider social and cultural change. Over the past three years, our school community has been raising awareness about our waste consumption -, particularly plastic. So far, we have seen initiatives such as the removal of plastic cups beside drink fountains and coffee shop; and the use of 100% biodegradable takeaway food containers. I have already started to see the momentum building with parents now initiating awesome green action. For example, during our PYP Friday Fun Festival last week, parents created games using recycled materials, and they announced that our annual ‘Festival of Love’ in March will be focused around ‘Sustainability’. Developing a community is paramount in engaging positive behavioural change for sustainability.

Implement policy and curriculum changes

Mulligan (2017) also asserted that to sustain behavioural change, proposals must be established into policy frameworks. We must integrate SDG’s into our curriculum, and this global learning will facilitate meaningful dialogue and discussions that will move to local action. Students will develop a stronger understanding of what sustainability really means. As Portney (1992) as cited in Mulligan (2017) emphasised that a critical component of engaging behavioural change is public education, and with that, community engagement will occur. Frameworks must be put in place to construct understanding and a sense of belonging and commitment to change (Delanty (2003) as cited in Mulligan (2017). We have a duty to motivate sustainable behaviour, and I’m really excited as a teacher to be initiating integrating the SDG's into our curriculum at our school.

Be smart - start small

Consider all perspectives - social, economic and environmental

The key to understanding and achieving sustainability is also about conceptualising it within the ‘three pillars’ - social, economic and environmental. All three aspects need to be considered equally when you are promoting behavioural change. If you do not consider one aspect of this, such as the social aspect, then the whole system will be unsustainable. For example, when considering changing from plastic lunch containers to biodegradable ones, students had to consider the social and economic impact this would have on our different layers of our community. The ‘baggase’ food containers cost more, so my students had to prepare counter-arguments to balance this cost.

Intrinsic motivation and self-belief

'Student agency' is the new educational buzzword in IB, and it is about ensuring that students are drivers of their learning, capable and intrinsically driven inquirers. Agents of Change need to come from the students. Stephen Ritz, the founder of the Green Bronx Machine stated it very well. ‘Kids who were part of the problem, (can become).. part of the solution.'

And this is where I return back to nurturing our hearts. We must develop a strong sense of curiosity, inquiry and compassion so that the ‘will to change’ happens naturally because our students care about their world. We need to help them develop their heart, to see the relevance and impact their actions have and to believe in themselves. I was proud yesterday to have a student email me this video, and ask for me to play it to our whole class this coming Monday. This seed of curiosity, compassion and self-belief is the beginning of fostering behaviour change for sustainability, and I can’t wait to see where this all takes us!

Citation:

Hacking, E.B., Blackmore.C., Bullock, K., Bunnel, T., Donnelly, M., & Martin S. (2016) The International Mindedness Journey: School Practices for Developing and Assessing International Mindedness Across the IB Continuum - Department of Education, University of Bath. Retrieved from http://www.ibo.org/globalassets/publications/ib-research/continuum/international-mindedness-final-report-2017-en.pdf

IBO. 2013. What is an IB education? Cardiff, UK. International Baccalaureate.

Mc Lean, T. (2013). Education for sustainability: Students lead the way. IB Position Paper. Retrieved from http://blogs.ibo.org/positionpapers/files/2014/01/TM-Position-Paper-Education-for-Sustainability_final-_e_.pdf

Mulligan, M. (2015). An introduction to sustainability: Environmental, Social and Personal Perspectives. New York, NY: Routledge

Tremonti, A. M. (2015, October 13). ‘Optimistic environmentalist’ David Boyd says hope is key to action. The Current. [Audio podcast]. Retrieved from http://www.cbc.ca/radio/thecurrent/the-current-for-october-13-2015-1.3268141/optimistic-environmentalist-david-boyd-says-hope-is-key-to-action-1.3268189