English and Sustainable Development

2  Matters of definition

Every day, in newspapers, television, fiction and film there seem to be references to the environment often expressing fears of a current crisis in global resources. Much of the language is directed towards goals of sustainability which, in essence, are designed to maintain the benefits of modern production and technology to avoid global destruction. Others, rather than focusing on aspects of consumption and production, argue for the need to change the way human identity relates to the complex organisms of the natural world.

Student teacher activity

Student teachers might be asked to consider two questions:
• What does sustainable development mean to you?
• What should/might English (or literacy in the primary sector) have to do with sustainable development?

What is sustainable development?

Some responses to the first question have been:

Sustainable development is where lifelong learners are encouraged to use available resources and the environment in such a way as to minimise negative impact, whilst allowing for positive progress.

Understanding the need to maintain and improve the quality of life now without damaging the planet or compromising the quality of life for future generations.

Development which uses renewable resources so that finite resources are not used up and so it can keep itself going in a continuous cycle.

An issue that affects everyone regardless of age, gender, race or creed. As global citizens we all have ownership of the problem. It engenders responsibility and encourages active participation.

Sustainable development is about an outlook on life. It’s an attitude and way of living.

Student teacher activity

Ask the student teachers (in pairs or small groups) to attempt their own definitions and consider the ideas which underlie their interpretations. In discussion when they have attempted definitions they might consider: Are they largely to do with the view of sustainability associated with production and consumption? Do they take a more ecologically reflective view? Or are there no clear distinctions to be made?

Collect the definitions together and ask the group to look at the language. What are some of the key terms used? – needs? resources? the environment? responsibility? What do these terms and common expressions suggest about the student teachers’ underlying assumptions about sustainable development? Examining their own definitions can lead to critical analysis of language used in newspaper articles or political manifestos and help establish the need to read any text with an analytical (that is, critical) eye. The next Section focuses on critical reading.

Further work

1. You might ask the student teachers to consider the government’s agenda for sustainable development and look at the language used on http://www.teachernet.gov.uk/sustainableschools/about
2. The first section of Andrew Stables’ background paper [link to background paper] deals with matters of definition and offers a basis for extending the debate about language and cultural values. You may want to ask the student teachers to focus on specific sections to help them debate the issues.
3. You might ask student teachers to read chapters of the following books (or any others which deal with sustainability) in order to prepare some sessions for their classes which use a range of speaking and listening activities (role play, simulations, debate, group discussion to prepare for presentations…) to explore the debate:

Buell, L. (2005) The Future of Environmental Criticism: Environmental Crisis and Literary Imagination. Oxford: Blackwell Publishing
Coupe, L. (2000) The Green Studies Reader. London: Routledge
Phillips, D. (2003) The Truth of Ecology: Nature, Culture and Literature in America. Oxford and New York: Oxford University Press.
Simons, J. (2002) Animal Rights and the Politics of Literary Representation. Basingstoke and New York: Palgrave
Stables, A. (2003) Education for Diversity: Making differences. Aldershot: Ashgate Press

School-based Activity

Pupils can be asked to offer their own definitions for sustainable development, but since this is a demanding task the student teachers’ key terms and definitions might be put on laminated cards in sets as a sorting and prioritising activity as a starting point to more extended work on environmental issues. This lends itself to a range of speaking and listening activities, or see Dawes, Mercer and Wegerif Thinking Together (2004) – a book which offers plenty of suggestions for group discssion activities.

How does sustainable development relate to English?

Responses to the second question may depend on the experience of the student teachers in teaching English. These are the responses of some teachers:

In English terms, this means developing critical literacy skills, particularly in relation to the media, and communication skills to facilitate the sharing of information.

English/literacy has a role in educating people of the need for sustainable development in order to support future generations.

Literacy is closely connected to personal development.

English/literacy is often seen as primarily to do with communication:

Communication is key to: broadening and extending knowledge and understanding; encouraging creativity and innovation; ensuring a well informed electorate and work force; active decision making; fundraising, field trips, networking and community involvement.

Student teacher activity

It seems that the protean nature of English/literacy as a subject can accommodate the introduction of sustainable development through the role of English as:

• a critical discourse
• a means of enhancing personal, emotional and spiritual development
• representation and communication.

Such diversity of views can in itself open up a useful debate about just what being a teacher of English involves and implies. Working in pairs or groups, student teachers might be asked to collect their views on How sustainable development relates to English/literacy teaching.

Following these preliminary attempts at definitions and getting to grips with some of the arguments and polemic, Section Three suggests ways of developing a more critically analytical approach to texts about sustainability.

References