Today we have insight from Katharine Terrell about using zines as an approach to learning in the classroom. We also have Paulina Navrouzoglou reflecting on using documentary film making as a powerful methodology to engage students in thinking about their relationship with nature. Enjoy, and here is some music from Martyn Bennet….
Using zines in the classroom as inclusive, creative learning – Katharine Terrell, MA, PhD, FHEA
Youth empowering, hope and advocacy: Engaging students in rethinking their relationship with nature through documentary film and creative projects. – By Paulina Navrouzoglou, ASBS, Economics
“What then is the role of committed teachers in relation to values and attitudes and an ethic of care? How can we teach in a professionally ethical way when guiding young people in learning why and how to care for themselves, for each other for Earth, and all her non-human creatures?” Fien John 2003, p.15
A journey through a survey and documentary film
In an age where climate change and environmental degradation are pressing issues, fostering awareness about sustainability is more crucial than ever, especially among youth, the leaders of tomorrow. However, many young people today feel anxiety about the future of our planet, grappling with the overwhelming challenges posed by climate change, as a recent global survey revealed.
Recognising this anxiety, I reflected on my teaching and learning approach in the course Environmental Economics. Inspired by the documentary Why Not Scotland, I came up with the idea to screen the film in my classroom and encouraged students to create their own podcast series titled Why Not X and policy brief to propose solutions.
The power of storytelling in the film
Why Not Scotland tells the compelling stories of rewilding efforts around Europe, highlighting how restoring natural landscapes can rejuvenate ecosystems and the local economies. The film features breathtaking visuals that contrast areas in Europe and Scotland, along with thought-provoking narratives about the challenges and new opportunities that captivated the students’ attention. This experience opened the students’ eyes to the beauty of a healthy and sustainable ecosystem, instilling hope that the future can be a better place. However, the firm also emphasises that humans need to recognise that they are not the only living beings on the planet and to understand that reversing the situation from “doing bad” to “doing good” (Senge 2006) necessitates a change in mindset and a willingness to “think anew” (Albert Einstein).
Engaging students through reflection
After the screening, we engaged in a dynamic discussion about the film’s themes. I used Mentimeter to prompt student reflections with questions and invited the actor from the film to share their personal reflections, advocacy efforts, and career journey.
From podcast to policy brief
In the podcast, students in groups research a local successful rewilding story and discuss how rewilding and sustainable practices could be implemented in another region. This creative outlet allows them to express their ideas and advocate for change while honing their communication and digital skills and transforming their anxiety into actionable hope and meaningful learning for both them and their audience.
To deepen their understanding, each student studies a specific local environmental challenge (of their choosing) and writes a brief proposing solutions based on their findings. This assignment bridges the gap between awareness and action, demonstrating that students can influence policy and drive change within their communities and professions when equipped with the knowledge, practical tools, and skills needed to address sustainability challenges.
Reflecting on my journey
It is vital to acknowledge that this generation has grown up in a world of rapid change. This raises the question: how can young people recognise the changes occurring around them and contribute to reversing them? It’s equally important to recognise the anxiety they feel about climate change and the need to provide them with hope and a sense of agency to drive meaningful changes. Documentary films can be valuable alternatives to field trips. By combining visual storytelling with hands-on projects, such as podcasts and policy briefs, we can inspire students to not only understand but also cherish and protect nature, using their unique creativity and imagination.
References
Fien, J. 2003. Learning to Care: Education and Compassion. Available at from http://hdl.handle.net/10072/36867
Marks, E., Hickman C., Pihkala P., Clayton S., Lewandowski E.R., Mayall E.E. and Wray B., Mellor C., and van Susteren L.. Young People’s Voices on Climate Anxiety, Government Betrayal and Moral Injury: A Global Phenomenon. Available at SSRN: https://ssrn.com/abstract=3918955 or http://dx.doi.org/10.2139/ssrn.3918955 Senge, P.M. and Scharmer C.O. 2006. Community action research: learning as a community of practitioners, consultants and researchers. In Handbook of Action Research, edited by Reason, P. and H. Bradbury, 195-206. London: Sage Publications Ltd.
Lead editor: Edward Beggan
Editors: Louise Sheridan, Shaun Bremner-Hart & Colin Mack