Sustainability and intergenerational advancement
This blog post is the first in a series of three adapted from a joint presentation at the 2023 Early Childhood Australia Conference in Adelaide by Gavin Jennings & Megan Black (Futuro), and Dan Sheedy (Climate Active) titled 'Intergenerational Equity and the Sustainability Imperative'.
At Futuro, we are committed to sustainability and intergenerational equity. This commitment is real, not theoretical. We are proud to be certified carbon neutral in our operations by Government agency Climate Active, and are the only long day care in Australia to currently hold this certification.
However, it is important to closely examine what it means to be committed to sustainability and intergenerational equity. The meaning of these terms has changed over time, and this has been highlighted in recent changes to the Early Years Learning Framework (the national curriculum that applies to all early learning services in Australia).
Think you know what 'sustainability' means? Think again...
Historically, a commitment to sustainability involved the preservation of the natural environment for the benefit of future generations. This is where the intergenerational equity part comes in - the idea that future generations should have access to the same environmental resources as current generations.
Recent amendments to the Early Years Learning Framework include social, economic and environmental elements in the definition of 'sustainability'. This change is consistent with the UN Sustainable Development Goals (UN SDGs), that are even broader in their scope.
The UN SDGs were adopted in 2015 and call on all UN members to promote prosperity while protecting the planet. The UN SDGs recognise that efforts to end poverty must go hand in hand with strategies to build economic growth and address a range of social needs, while tackling climate change and environmental protection.
Intergenerational advancement
Considering the breadth of the UN SDGs, it becomes clear that we are talking about more than environmental preservation. The definition of sustainability in the UN SDGs is holistic and contextual. The obligations it creates are collective and global.
The vision of the UN SDGs for future generations isn't one of equity, but one of advancement. We don't want future generations to inherit the world of today, we want them to inherit something better. Not just a better physical environment, but a world that offers better employment opportunities, education, gender equity, improved health and wellbeing.
How is this relevant to early learning?
The evolution of 'sustainability' requires early childhood Educators to think about:
- our approach to pedagogy
- our operational approach
Approach to pedagogy
There is a clear connection between sustainability and the lives of young children. This is why sustainability features in so many early years curricula globally.
Associate Professor Affrica Taylor argues that our teaching needs to foster 'relational and collective' ways of being in the world, and that this approach is inconsistent with a 'child-centred and hyper-individualistic developmental framework' (Taylor, A. 'Reconfiguring the Natures of Childhood' 2013). In our teaching, this approach requires us to think about local and global contexts, values and to take a collective and participatory approach to decision-making.
Operational approach
For Futuro, this is where carbon neutral certification came in. It is our view that a collective and participatory approach to sustainability means that centre operators need to walk the walk, not just talk the talk. The education sector is a substantial contributor to emissions - where & how will be explored in the next blog post.
As always, if you have any questions, please don't hesitate to ask a member of our friendly team or reach out to us at enquiries@futuro.nsw.edu.au!