This post is by Rebecca Newman who is studying for a BA in human geography and is a member of NAEE’s blog team. As ever with our blogs, Rebecca’s views are not necessarily those of the Association.
“You must not gamble your children’s future on the flip of a coin. Instead, you must unite behind the science. You must take action. You must do the impossible. Because giving up can never ever be an option”.
Our current climate crisis and the importance of environmental justice education are highlighted in this short quote from Greta Thunberg, speaking at the US congress in 2019[1]. Now more than ever, students and young people are at the forefront of a new age of environmentalism.
Originating in the early 1980s, the environmental justice movement in the US was primarily addressing concerns over the links between environmental risks and minority and low-income populations. In 1982, the spark ignited from Warren County, North Carolina with a protest by a small African American community which was designated a home for hazardous waste landfill. This catalysed national protest[2].
Environmental injustice has been actively researched since the late 1990s in the UK. Studies reveal a strong link between air pollution and deprivation, particularly harmful for children[3]. The Aarhus Convention, adopted in 1998, was a top-down response to intergovernmental agreements on human rights, seen as a mechanism for achieving environmental sustainability and justice in Europe[4].
Distributional (in)justice is a key component in environmental justice. In the UK, areas that have historically had large manufacturing or mining industries such as Birmingham and Middlesbrough, hold some of England’s most deprived areas. Blackpool alone holds eight out of the ten most deprived neighbourhoods in the country[5]. In London, over 90% of polluting factories are in areas with below average income[6].
There is considerable procedural injustice throughout the US and UK, meaning there is a consistent lack of fairness and transparency in decision-making. This evolves through issues such as discrimination, where local communities are deliberately excluded from governmental decisions. Whether it be intentional or structural discrimination, where a community is chosen because it is the easiest or cheapest place to locate burden, the fight to secure environmental justice is ongoing[7]. For example, in 2009, Defra revealed that areas with large ethnic minority populations experience PM10 concentration at 12-29% above that of predominantly White British areas[8].
Environmental justice education is a fundamental piece in building a future generation who understand the importance of protecting our fragile ecosystems. The decisions we make are dependent on our values. We have seen how educated young people have shaped environmental change and we must continue to help develop these values. A deep, critical understanding of the environment would not only help students but inspire them to become ‘environmental citizens’ within their own communities[9].
Environmental justice presents many challenges and has complex solutions. Policymakers need to recognise and address inequalities, understanding the long-term impacts on deprived areas. Communities need to gain citizen power and stand up for their human rights. Globally, we need to prioritise the cost of neglecting the environment rather than sacrificing it for short-term economic gain.
Educators have a responsibility to nurture a new age of learners and to encourage the importance of participation and local action in this new era. They need to push for environmental justice, especially in the many areas suffering disproportionately and inspire change there. Students have the burden of the future, repairing the damage of decades of environmental abuse.
References
BBC, “England’s most deprived areas named as Jaywick and Blackpool”, 26 September, 2019, https://www.bbc.co.uk/news/uk-england-49812519 (accessed April 15, 2021)
Cole, Luke W, Farrell, Caroline, “Structural Racism, Structural Pollution and the Need for a New
Paradigm”, Washington University Journal of Law and Policy, 265 (2006) pp.269
Davies, Paul, “29 of Greta Thunberg’s Best Quotes,” Curious Earth, June 2, 2019, https://curious.earth/blog/greta-thunberg-quotes-best-21/ (accessed April 15, 2021)
Defra (2009) UK notification to the EC to extend the compliance deadline for meeting PM10 limit values in ambient air to 2011. Racial Equality Impact Assessment (England) www.endsreport.com/docs/20090820a.pdf
Department of Energy, “Environmental Justice History (Office of Legacy Management)”,https://www.energy.gov/lm/services/environmental-justice/environmental-justice-history#:~:text=The%20initial%20environmental%20justice%20spark,of%20toxic%20waste%20along%20roadways. (accessed April 13, 2021)
European Commission, “Aarhus Convention”, https://ec.europa.eu/environment/aarhus/ (accessed April 12, 2021)
Peloso, Jeanne. “Environmental justice education: Empowering students to become environmental citizens.” Penn GSE Perspectives on Urban Education 5, no. 1 (2007): 1-14.
Footnotes
[1] Davies, Paul, “29 of Greta Thunberg’s Best Quotes,” Curious Earth, June 2, 2019, https://curious.earth/blog/greta-thunberg-quotes-best-21/ (accessed April 15, 2021)
[2] Department of Energy, “Environmental Justice History (Office of Legacy Management)”, https://www.energy.gov/lm/services/environmental-justice/environmental-justice-history#:~:text=The%20initial%20environmental%20justice%20spark,of%20toxic%20waste%20along%20roadways. (accessed April 13, 2021)
[3] Defra (2009) UK notification to the EC to extend the compliance deadline for meeting PM10 limit values in ambient air to 2011. Racial Equality Impact Assessment (England) www.endsreport.com/docs/20090820a.pdf
[4] European Commission, “Aarhus Convention”, https://ec.europa.eu/environment/aarhus/ (accessed April 12, 2021)
[5] BBC, “England’s most deprived areas named as Jaywick and Blackpool”, 26 September, 2019, https://www.bbc.co.uk/news/uk-england-49812519 (accessed April 15, 2021)
[6] BBC, “England’s most deprived areas named as Jaywick and Blackpool”, 2019
[7] Cole, Luke W, Farrell, Caroline, “Structural Racism, Structural Pollution and the Need for a New
Paradigm”, Washington University Journal of Law and Policy, 265 (2006) pp.269
[8] Defra (2009) p.6
[9] Peloso, Jeanne. “Environmental justice education: Empowering students to become environmental citizens.” Penn GSE Perspectives on Urban Education 5, no. 1 (2007): 1-14.
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Rebecca can be contacted at: rebecca2001newman@gmail.com