With the ever-increasing threat of a less resourceful planet there is an overwhelming need to educate humanity to change. We must educate people on how to live by more sustainable means, protecting what little natural resources remain. It can be said that developed countries such as America, the UK, Norway and Australia have a greater need for education for sustainability in order to change the wasteful use of resources and reduce carbon emissions. However, developing countries such as, Bangladesh, Uganda, and Ethiopia, require more immediate attention to overcome hunger and malnutrition. This can be in the form of education for sustainable living by providing the tools, knowledge and resources to further develop what they already know and are equipped with to enable communities to bring themselves out of poverty. Allen (1993) suggests that communities do Not exist and cannot function except at the intersection of society and nature…it is important to understand that we are working in a situation in which both nature and society have been developed, produced and reproduced by the ideas and activities of human beings. (Allen, 1993 cited in Wilson, 2012, P.24)
This highlights the importance of the pillars of sustainability and the requirement of Economic, Social and Environmental aspects of assisting developing countries to provide sustainable means for their communities. This assignment will discuss sustainability and social justice and the role of education within them. It will also critically analyse a UK based Charity called, ‘Send a Cow’ (SAC) whose aim is to: Enable poor rural families in Africa to attain food and livelihood security, by developing strong community groups and sustainable agricultural systems, which integrate crops and livestock. (Send a Cow, no date)
Sustainability and Social Justice
Sustainable: 1 capable of continuing for a long time at the same level 2 using methods that do not harm the environment.
(Macmillan English Dictionary, 2007, P.1511)
In 1977 the Independent Commission on International Development Issue was formed and chaired by Will Brandt (1913-1992). The commission consisted mainly of former experienced and respected politicians and economists from around the world. The commission was equally represented by the developing South and developed North nations with the aim of increasing public awareness of the global issues and the need for governments to work together to ensure a more sustainable future. The commission produced its report, North-South: A Programme for Survival, in 1980. Although the report called for a ‘full-scale restructuring of the global economy and a new approach to the problems of development’ (Quilligan, 2002, P.1) it also focused on poverty within developing countries. It stated that an action programme must be launched to assist the poorest continents such as Africa and Asia. The action programme would focus on health and irradiation of fatal diseases, water and soil management, afforestation, sustainable energy, industrialisation support and an end to hunger and malnutrition (Brandt, 1980). The Brandt report introduced the concept of the North and South working together recognising that failure or success of one will always affect the other. It was thought by the commission that this idea would narrow the gap between developed and developing countries to a closer equality in global sustainability and economic growth. One of the issues of the Brandt report, ending hunger and malnutrition, is a subject of concern when discussing Social Justice. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) define Social Justice as, ‘equal rights for all people and the ideal that benefits from economic and social progress are for all people without discrimination’, (Education Sector, 2012). UNESCO further acknowledge the importance of ‘education for sustainable development’ (giving people the knowledge, skills,...
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