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2013shiftingculturesjudges 2013shiftingculturesjudges

Jul 2, 2013
01:29

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This is a creative idea, a satirical take on climate action communication, what the "Daily Show" is to conventional news. A main concern is how the effort would convince people who are not already convinced that climate change is human-caused and that fossil-fuel vested interests are behind misinformation to take action. Why would these people watch a satirical show/website on the topic? More detail on how to movie people to action once they recognize the problem would be helpful.

2013shiftingculturesjudges 2013shiftingculturesjudges

Jul 18, 2013
04:02

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What about the 31% of the population who do not believe in climate change? Not targeted by this? And what are the data on believing in climate change and human causation for the targeted 16-30 year old segment?

Karl Burkart

Aug 7, 2013
01:03

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I tried to address this in the revised version.. This proposal is most definitely not going after the 31% of US public that is doubtful, dismissive or disengaged (the 3 D's) based on the Leiserowitz et al. "Global Warming's 6 Americas" March 2012 update. It's safe to assume these individuals will be extremely hard to engage with. Other approaches would be needed I think for that sector of the population -- faith-based initiatives or local adaptation/impacts narratives. But then the question is, are they necessary? Currently only 13% of the population is "Alarmed." That leaves a whopping 55% of the population that needs some new comms approaches to help move them into action or at least, the beginning steps of political advocacy. That's where the satirical "Stop Breathing" faux campaign is designed to go -- a la Colbert and Stuart -- allowing people to engage on the issue who are either concerned but unmotivated, or maybe just a little confused. I've cited some great resources that talk about the important role of satire in political discourse, so I think it's time we tried to apply it to the issue of climate change.

Adam Novak

Aug 7, 2013
09:06

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Matt Damon did a video like this - it seemed to get a lot of attention. http://www.youtube.com/watch?v=jQCqNop3CIg

Joshua Wiese

Aug 8, 2013
10:55

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I love the idea of changing the conversation around climate change. I think it this project could go a long way to depoliticize the issue and bring in solutions that are more amenable to people that aren't typically engaged in the climate fight but will be equally affected by climate changes effects.

Heather Libby

Aug 9, 2013
12:03

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Climate change is rarely funny, and most of the time when we try to make campaigns playful and engaging, they end up overdramatic and heavy-handed. This campaign could be the rare exception. I'm all for it!

Sebastien Duyck

Aug 9, 2013
05:42

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I really like the idea. Indeed, I would agree that what we need first and foremost is to raise the profile of the issue for those who do not deny science but are currently not engaged. In my own experience as a blogger on climate policy, satiric blogs have a much larger audience than pure reporting stories. I try to use them both to remobilize the audience already engaged by providing them something more entertaining than usual and to reach out to people who have no strong science bias but simply would not consider accessing climate-related content otherwise. That "rogue weathergirl" video was brilliant! Good luck with this proposal.

Mathieu Soete

Aug 9, 2013
05:31

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Couldn't agree more with duycks' comment: a combination of satire and sound figures is often what works best to capture (young) people's attention in this continuous flood of information we currently live in and make them think about it for just one instant longer. Great video, can't wait to see more of this!

Abigail Rudner

Aug 9, 2013
07:43

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I appreciate your diligence and continued efforts. Keep up the good work!

Stephanie Hodge

Aug 9, 2013
09:20

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It is difficult to shape new behaviors from an educational standpoint but it is possible. What certainly does need to happen be a shift in formal education to that more relevant of the 21 century? Globalization has created a new world dynamic and the employment of 20 century education model that puts a premium on NITCH or content education (David Perkins Harvard- Project Zero) is no longer relevant... Education must be rethought as a network employing digital technology to enable a focus on learner centered content applications and also a core compentcy e that include environemntal literacy from a very early age .. See all this and more in new new UNICEF resources on Education for Sustainable Development CCA/DRR tool kit for changes in education sector – mainstreaming environment in education now online- link below at Unicef Education. Youth must participate in advocating for a rethinking of education and democratization of the curriculum such that education becomes an empowering tool for all rather than a tool for business of usual and the archaic pedagogy of the oppressed... That the externality of environment is not recognized by the education or other sectors is a testimony to the business and consumer model...the environment is not priced correct in the current economic development model!! Mainstream environment across all sectors – we are not done yet... regulate and educate! http://www.unicef.org/education/bege_61668.html What is missing in the post 2015 agenda for sustainability in development is the inclusion and mainstreaming of sustainability education in our education systems. Firstly, Ministries of Education need to be participants in this discussion, and discourse and goals of environmental sustainability need to include the support of sustainability in and through education. By doing so, and creating a learning system that includes sustainability literacy through its curricula, pedagogy and across the sector, will be both beneficial to the individual, nation and world at large. Education for Sustainable Development imparts knowledge, skills and most importantly values to facilitate environmental stewardship, which is critical to sustainability in development. Sustainable development will not occur, if citizens and nations do not carry within them an intrinsic value for the environment and its resources. Ultimately by focusing on sustainability in education we are seeking to transform societies onto a more sustainable pathway, and by not including Education in the sustainability agenda, sustainability in development will be an unachievable goal. Education for Sustainable Development for Equality and Poverty Reduction Education for Sustainable Development (ESD) is a systemic, multi-sector, and participatory education planning process. For example - process that includes technical expertise, and all education stakeholders who impact or are impacted by education ensuring that it is comprehensive and relevant to the local context. ESD is mainstreamed across the education sector, from early childhood education to all disciplines of higher education, and within formal, informal and non-formal schooling. Education for Sustainable Development (ESD) is fundamentally about values and equality, with respect at the center: respect for others, including those of present and future generations, for differences and diversity in societies and cultures, and for the resources of the planet we inhabit. ESD does not solely focus on climate change, disaster risk reduction and environmental degradation; it takes a more holistic view to education, and uses education as a tool for social justice, something that is currently missing in the discourse on education for all. Without social justice, sustainable societies are unable to exist. Within the current education framework structural inequalities such as classism and racism continue to persist and therefore obstruct environmental sustainability. The reason being, that the current education framework falls within this capitalism development model where Western and European hegemony control the production of knowledge, which undermines local and indigenous social legitimacy and intellectual legacy. This notion is especially highlighted within the global learning and assessment framework that promotes irrelevant curricula and pedagogy. There is a need to shift from the binary perspective on knowledge, where Eurocentric knowledge is modern and rational while knowledge from developing nations is traditional or irrational.[1] Upholding this status quo subverts social justice and undermines sustainable development as the recent UNU work shows that traditional knowledge can and does inform learning in effective ways.[2] The key to ensuring social justice through rights based quality education, that addresses environmental sustainability and poverty reduction will be the reorienting of education. Education has the power to be transformative and a great societal equalizer, if, there is a focus on equality in and through education on a local, national and global level. To continue to operate with this limited modern ideal of knowledge for education, will continue to disenfranchise populations, and hinder Education for Sustainable Development. Education for Inclusion for all There is a global understanding that access to education is a fundamental human right and there have been improvements in access, however it was estimated in 2010 that 61 million primary school age children were out of school, with girls accounting for 55% of the out of school population in Southern Asia, 65% in Western Asia and 79% in Northern Africa.[3] Disparities in school participation continue to persist between urban and rural areas, as well as amongst the disabled, indigenous and poor children in the world.[4] It is imperative that the post 2015 agenda addresses the exclusive nature of education in order to address the structural inequalities impeding sustainable development and preventing cohesive societies. Climate change and disasters are one cause for out of school youth; however, an irrelevant national mainstream curriculum is also a cause for out of school youth. Maintaining the overarching capitalist ideologies in education that continue to be non-participatory upholds the imperialistic power dynamics between the elite and the poor, and between the developed and developing nations. Ultimately the marginalized communities continue to lack access to jobs, assets and resources. Comparatively ESD is inherently context specific, where programs are locally relevant and culturally appropriate, [5] and prepare populations to adapt to climate change, reduce vulnerabilities to disasters, and cultivate resilience competencies and thus enabling upward social mobility. Moreover the mainstreaming of climate change adaptation and disaster risk management literacy, with the inclusion of scientific and traditional knowledge into the curricula and pedagogical approach will ensure that all children are receiving a rights based quality education. It will ensure that the curriculum is relevant, increasing the demand for schooling and learning, [6] and ultimately ensuring that the marginalized have access to jobs and assets. Education for Democratic Participation and Good Governance The current mainstream education framework hinders broad democratic participation and good governance. However, the ESD framework argues that education and children are capable of being valuable contributors to sustainable development however currently lack the empowerment to do so, as their degree of participation is limited to decoration or tokenism.[7] Additionally, the current educational model projects absolute ignorance on children, stating that learning is a one-way process, from adult to child. Not only is this notion disempowering and oppressive, but it also limits children’s learning and acquisition of citizenship competencies for civic engagement. It is vital that children realize their role and responsibility to their community and environment in order to ensure sustainable development, however this is not taught through the current educational framework. There needs to be a paradigm shift in the conception of schooling, and children’s capabilities and participation. Education for Innovation and Sustainable Technology Transfer Viewing schools as and education as spaces for national innovation and children as agents of change, there can be an improvement of technology transfer. As it is, technology transfer from the developed to developing countries faces multiple barriers, the main one being human capacity, therefore capacity building of people and organizations is vital to increase the flow and improve the quality of sustainable technologies.[8] Education and education systems should and can facilitate this sustainable technology transfer. Education for Ecosystem Management The problem within the current education framework is that schools are not being used as avenues to promote ecosystem services, and neither are they involved in projects for sustainable land and water management. The environmental sustainability and education agenda should utilize schools for community development and avenues to demonstrate sustainable environmental practices. Moreover, targeting children and youth will strengthen the overall capacity of nations of individuals and nations. Education for Green Human Capital Formation In order to ensure sustainable development, environmental sustainability and sustainability education needs to focus on the inclusion of green skills in order to encourage the development of a green economy. This is particularly urgent considering the high unemployment and unsustainable use of resources. Education needs to focus on alternative pathways such as STEM education to advance sustainable technologies and create green jobs. Education for Poverty Reduction Disasters affect the poor and vulnerable disproportionately as they risk falling further into poverty due to the lack of coping and welfare mechanisms. Take for example Haiti, where it is estimated that 50% of the population of Haiti is in extreme poverty following the 2010 earthquake.[9] It is not enough to solely address chronic poverty within the environmental sustainability agenda, as the effects of transitory poverty are equally far reaching. It is also important to note that vulnerability and resiliency to climate change and disaster risk is not only to the exposure to the threat, but can be better explained by socioeconomic and political factors.[10]Therefore approaches to disaster resilience strategic plans need to support inclusive political settlements, include the development of core state functions that respond to public expectations,[11] these processes also need to bear in mind that currently the poor and vulnerable do not have the power to influence resource allocation, which not only perpetuates structural inequalities but also results in the misuse of resources out of necessity. Listening to these population’s voices in the planning and strategic process, as well as mainstreaming sustainability and resilience programming into non-formal, informal, and adult education will not only ensure equality but also support sustainable development, the main tenet of Education for Sustainable Development. In order for the poor and vulnerable to escape intergenerational poverty, education needs to increase access to all and encourage resiliency and local innovation to ensure productivity and upward mobility. Recommendations:  Merge the Education and Environment discourse in framing the 2015 agenda to -include education for sustainable development as integral part/pillar /driver of sustainability and equality - affirmative action and mainstreaming sustainability across sectors including in education for education of quality and utility for all.  Prioritize rights based quality education and Education for Sustainable Development in the post-2015 development goals and initiatives.  Address structural inequalities and its consequences through a cross-sectoral planning approach to climate change adaptation and disaster risk management with a focus on the reduction of the barriers to education and the exclusion of the most vulnerable children from school.  Increased cross-sectoral coordination, monitoring, and evaluation of Education for Sustainable Development.  Based on the present knowledge gap, collect more data related to school attendance due to disaster/natural hazards, and school safety management. In addition there is a need for indicators that focus on local barriers, quality learning outcomes- inclusive of climate literacy, resilience/life skills, and inclusion of local knowledge and education in the curriculum and pedagogy, on a local, national and global level.  There is need for improvement of national Education Management Information Systems, and for transparent mechanisms to hold governments accountable. Sources ________________________________________ [1] Annibal Quijano. (2000). Coloniality of Power and Eurocentrism in Latin America. Retrieved from: http://www.unc.edu/~aescobar/wan/wanquijano.pdf [2] United Nations University (UNU-IAS). (2012). Innovation in Local and Global Learning Systems for Sustainability: Traditional Knowledge and Biodiversity. Retrieved from: http://www.ias.unu.edu/resource_centre/TKB%20Book%20FINAL%20Jan%202013_1... [3] United Nations. (2012). The Millenium Development Goals Report 2012. Retrieved from: http://www.un.org/millenniumgoals/pdf/MDG%20Report%202012.pdf [4] United Nations Educational, Scientific and Cultural Organization. (2007). EFA Global Monitoring Report. Retrieved from: http://unesdoc.unesco.org/images/0015/001548/154820e.pdf [5] McKeown, R. (2002). Education for Sustainable Development Toolkit. Retrieved from: http://www.esdtoolkit.org/about.htm

Karen Barkley

Aug 9, 2013
11:51

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Love the concept! I think youth particularly will respond to the satire and "in your face" response. Also a great way to get people to participate then move them up the action ladder!

Kelly Rigg

Aug 9, 2013
12:48

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great idea, love this!

Jake Friedman

Aug 11, 2013
06:10

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Exactly the kind of refreshing thinking and approach we need to really cut through to people on climate change. Something they haven't seen before on this issue, that will get average users excited to spread the message, make people far more aware of the urgency, but also alert them to the potential that still remains to positively impact the future of our planet. Really looking forward to seeing this come to life.

Max Boykoff

Aug 11, 2013
09:10

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This is a great project idea and plan. This steps in to confront the notion that we must smarten up rather than dumb down our climate science and policy discussions going forward. I want to see 'Stop Breathing' in action!

Scott Friedman

Aug 13, 2013
02:15

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This sounds hilarious, I can see this going viral for sure.

Johanne Houge

Aug 14, 2013
05:57

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I love the concept:) And also very needed to spread more awareness.

Louisa Casson

Aug 18, 2013
03:02

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Really important to try new and fun communications to engage more people with climate change!

Deborah Burkart

Aug 19, 2013
02:02

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This is original, exciting and seems like it could engage people who haven't been involved before in climate change, especially younger people.