Ceding Environmental Privilege

This week on social media I’ve been following the adventures of a group of education leaders from the US who have traveled to another country to learn about the education system there. I’m also reading inspiring messages of what educators from around the country are learning at the various national conferences happening throughout the month, with attendance at each in the many thousands. This all got me thinking about the relationship between education and environmental habits.

I believe that these group experiences are truly deeply meaningful. They bring people together to pursue the best practices in teaching and learning. They are catalysts for growth. They promote collaboration and collegiality.

But in an era where we have already reached irreversible and catastrophic levels of global warming, these practices are prime examples of how leaders in education, for the most part, have turned a blind eye to their reliance on environmental privilege.

Does it hurt anyone?

The amount of carbon expelled into the air and the amount of arctic ice lost from 30 people going on round trip flights from anywhere in the US to another continent has an actual impact on every community around the globe suffering the effects of extreme weather, and every non-human population that’s being wiped out.

But those flights are going anyway, so my not going doesn’t make a difference. That’s how I’ve always thought of it. But, by absolving myself of any personal responsibility, I’m exercising my environmental privilege.

Could we calculate the footprint of a huge national education conference? Think about the air miles, the hotel usage, the plastic and lights and trash in the vendor halls, the food waste from the many sponsored receptions, and everything else that I’m not even thinking of x approximately 9,000 attendees. And most k-12 education organizations hold these annual mega-events.

But that’s just the environmental impact. I once heard a recording of Bobby Kennedy speaking about his life-changing trip to South Africa. He says, and I’m paraphrasing, “Those of us who diet are forever obligated to those of us who starve.” Environmental privilege refers to hoarding environmental resources so that one group benefits at the expense of others. With education programs that involve mass travel and energy consumption, which by their very nature are then exclusive, we must consider who’s dieting and who’s starving. And then we need to take action.

What would it look like?

Back to social media. The other day I saw an invitation to #cleartheair participants for a Zoom call. Not a summer gathering in one city or another, which involves air or car travel and hotel stays and immediately leaves people out. A Zoom call. Everyone can participate and no negative environmental impact.

Traveling across the globe to learn about a school system sounds amazing and I’d love to be on that trip, but is there anything that they’re learning that couldn’t be achieved with a virtual study group, a series of readings, and local experts? I know that’s a lot less appealing, and I bet 30 people wouldn’t participate, but ceding privilege means giving something up. We have to make space for others to benefit, even if we can’t see them benefitting or point to our individual impact.

Educators, it’s time to change our practices. We have to lead on this, too. Who’s with me?

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