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ENVS1018 Environmental Management for a Changing World Tutorial 2 – Sustainability, connectivity, environment and society In this tutorial you will consider ENVS1018’s key concepts – sustainability, connectivity, environment and society. Drawing on two readings and a video viewing, you will think carefully about what the concepts can mean and consider ways in which they may inspire productive and creative ways of doing environmental management. Readings to complete before this tutorial *Burarrwanga L., Ganambarr, M., Ganambarr, B., Suchet-Pearson, S., Wright, S., and Lloyd K. (2012) ‘Learning from Indigenous conceptions of a connected world’, in Murray, J., Cawthorne, G., Dey, C. & Andrew, C. (eds) The teacher’s guide to sustainability. Common Ground Publishing, Champaign Illinois: 3-13. *Suzuki, D. (2012) ‘From David Suzuki’s speech to the Green Party of Aotearoa New Zealand, November 12, 2010’, in Murray, J., Cawthorne, G., Dey, C. & Andrew, C. (eds) The teacher’s guide to sustainability. Common Ground Publishing, Champaign Illinois: 15- 24. Video to view John Barry (2020) Building Back Better: A green and just Recovery . TEDx Queens University, Belfast Available online at: https://www.ted.com/talks/john_barry_building_back_better_a_green_and_just_recovery [7:27 mins] Aims and learning outcomes 1. To think carefully about what ENVS1018 key concepts can mean for environmental management, and; 2. To discuss what these concepts offer for the practice of environmental management in a changing world. Tasks 1. Summarise your initial response to the two readings: a. Discuss the readings’ provenance (origin); context (authors, audiences); purpose (why were they written) and what you thought of them (for example, were they well written and engaging, or dense and not very accessible?). Written to teach and inform people about how Aboriginals view the land and how that changes to way they treat it (equal to humans not below – you look after it it’ll look after you). Audience = teachers, so they can share the information in it with students. Northeast ahrnam land. Authors = Burrarrwanga, et al Speech to the greens party of NZ. About how we view the economy as higher than ecology, not the other way round. 1

ENVS1018 Environmental Management for a Changing World 2. Answer the following questions: a. What do you think are the main lessons Burarrwanga et al (2012) would wish you to learn about sustainability and connectivity? Do you think these are romantic, idealistic visions or do they offer inspiration for environment-society relationships and practices in the Anthropocene, and if so how? If you look after the land, it will also look after you We are equal to the land not above it Reciprocal relationship b. What important sense of perspective to living in the Anthropocene does Suzuki offer? We must shrink our economy, shift away from an anthropocentric POV, must listen to elders, not keep repeating the same mistakes 3. View the Building Back Better video (see link above) and answer the following questions: a. Who made the video, why and for whom? John barry from uni of belfast Audience: the public educating them on flaws of our society and the changes we should make as we come out of the pandemic and build our economy back up (how it was bad before and we shouldn’t repeat our mistakes) How we were able to adapt to covid so easily, and we can adapt to other changes we must make b. What view of the post-COVID economy did the video portray and how does this resonate with the Suzuki reading? The pandemic (or as we come out of the pandemic) provides a good opportunity to make changes to reduce emissions and help the emissions As a society we’re dependent on energy The capitalist systems we live in exacerbate enviro problems but also further create inequality in society We should be careful not to repeat our mistakes – similar to Suzuki reading c. Drawing on the video and two readings discuss how attending to creative and transformative connections can contribute towards more sustainable and just futures. Change behaviours - Change the way we think and act 2

ENVS1018 Environmental Management for a Changing World 1. Anthropocentric to biocentric POV – not viewing ourselves as the dominant species – more respect for other animals and the world 2. Taking covid as an opportunity to transition away from the ‘normal’ and find a new way of viewing and treating the environment (renewable resources, making changes to the economy). 3. Similar to the first reading – be more open minded to different cultures and how they view origins of the earth and how that influences the way they treat and view the land (a way that sustains it) Extension Readings and Viewings Birch, T (2018) Recovering a narrative of place: Stories in the time of climate change. Griffith REVIEW 60: 207. https://griffithreview.com/articles/recovering-narrative-place- stories-climate-change-tony-birch/ (accessed 28/6/2018) This memoir reflects deeply on issues of Country, connectivity, sustainability and justice. Gibson, C., Head, L., Gill, N., and Waitt, G (2011) Climate change and household dynamics: beyond consumption, unbounding sustainability. Transactions of the Institute of British Geographers. 36 (1): 3–8. This paper draws on research in Wollongong to challenge assumptions about what consumption and sustainability can mean. Murray, J., Cawthorne, G., Dey, C. & Andrew, C. (eds) (2012) The teacher’s guide to sustainability. Common Ground Publishing, Champaign Illinois. This book contains chapters on key issues around sustainability by some key environmental thinkers. It is also a great resource for those of you studying education. O'Riordan, T. (2004) Environmental science, sustainability and politics. Transactions of the Institute of British Geographers. 29 (2): 234-247 This paper situates the work geographers can do at the nexus of environmental science and environmental politics. 3

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