RCE Peterborough Kawartha Haliburton - 2020
Location
Canada
See map: Google Maps
CA
Youth Leadership in Sustainability (YLS)
Region:
Americas
Country:
Canada
Location(s):
Peterborough, Ontario, CANADA
Address of focal point institution for project:
201 McDonnel St
Peterborough, ON
CANADA K9H2W1
Peterborough, ON
CANADA K9H2W1
Ecosystem(s):
Target Audience:
Socioeconomic and environmental characteristics of the area :
Peterborough City & Counties have a mixed urban/rural base, respectively. The rural base is engaged primarily in farming, and farms are scattered among mixed forest in a gently rolling topography. The region is set within hundreds of lakes that drain through the historic Trent Severn Waterway. The city's economic base is driven by post secondary institutions, health care, natural resource management and manufacturing.
Description of sustainable development challenge(s) in the area the project addresses:
Young citizens voices are not influencing decisions that will have profound impacts on them. Intensified urban and agricultural impacts have challenged the water quality of local lakes and rivers. Climate change impacts include intense flooding (2002 & 2004) and ongoing water shortfalls in the farming sector. Local governments are in early stages of responding to the climate crisis with meaningful action.
Status:
Ongoing
Period:
September, 2018
Rationale:
Many young people are acutely aware of the threatened state of our planet, but lack understanding of the complexity of issues and solutions and have rarely been given the means and opportunity to take positive, meaningful action. Youth are disproportionately impacted by decisions being made today around natural resource management and climate policy. Informed, engaged youth will catch the ears and hearts of decision makers local and beyond and more sustainable decision making should result.
Objectives:
- to provide experiences and opportunities for students to develop the skills, relationships and knowledge base that will allow them to play a leadership role in protecting our planet
- to better understand sustainability from Indigenous perspectives then consider how to incorporate this learning into western environmental decision-making
- to center learning in authentic, land-based learning with a wide range of community partners
- to connect students with sustainability practitioners so that students can see opportunities for meaningful work beyond high school and post secondary;
- to make kids want to learn
- to better understand sustainability from Indigenous perspectives then consider how to incorporate this learning into western environmental decision-making
- to center learning in authentic, land-based learning with a wide range of community partners
- to connect students with sustainability practitioners so that students can see opportunities for meaningful work beyond high school and post secondary;
- to make kids want to learn
Activities and/or practices employed:
Four full time integrated secondary school course learning that has included: immersion in nature; tree planting; wild rice harvesting and processing; exploring Indigenous knowledge systems; engaging with local environmental NGO initiatives; interacting with vendors and consumers at local farmers' market; working with local officials to help downtown businesses curb single use plastics; speaking directly with candidates in Federal election; volunteering in political work; teaching in children's water festival; surveying old growth forests; vegetable gardening; salamander surveys; hands-on learning of sustainable building practices;
Size of academic audience:
65 so far
Results:
During and after participation in YLS, students stepped beyond course expectations and engaged directly with local environmental organizations and presented directly to City councilors around climate, energy and waste issues. Students speak of a new way of viewing their world, and very much appreciated the authentic community and outside-based learning they experienced. Some student who struggled within the tradition classroom setting became reengaged in the learning process.
Lessons learned:
Youth will take advantage of opportunities to engage directly with decision makers.
Most community decision makers genuinely appreciate hearing the voice of youth.
Nature-based learning is fun, mentally and physically regenerative, and relationship building.
Indigenous knowledge systems offer a transformative opportunity to rethink our relationship with nature and each other.
Engagement with local community organisations provides for very rich, authentic learning.
Most community decision makers genuinely appreciate hearing the voice of youth.
Nature-based learning is fun, mentally and physically regenerative, and relationship building.
Indigenous knowledge systems offer a transformative opportunity to rethink our relationship with nature and each other.
Engagement with local community organisations provides for very rich, authentic learning.
Relationship to other RCE activities:
YLS works very closely with Camp Kawartha and the "Pathways" project, and serves as somewhat of a bridge between secondary and post secondary learning in the region, through its partnership with Trent University & Flemming College, and because it is housed at the Trent Campus.
Funding:
YLS received a "SEED" (startup) grant from the Ontario Trillium Foundation in 2017. This helped with program and curriculum development. Ongoing project costs are covered mostly by the Kawartha Pine Ridge District School Board, while cost of field trips and workshops are covered by student families and community bursaries.
Pictures:
File Name | Caption for picture | Photo Credit |
---|---|---|
S3470013.jpg (140.37 KB) | surveying an Old Growth forest north of Peterborough | C. Douglas |
20181015_110006_resized.jpg (377.58 KB) | Water Quality assessment through Macroinvertibrate analysis | C. Douglas |
YLS tree planting.jpg (513.27 KB) | tree planting with GreenUp | C. Douglas |
References and reference materials:
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Direct
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable
Direct
SDG 13 - Take urgent action to combat climate change and its impacts
Direct
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss
Direct
Traditional Knowledge
Direct
Agriculture
Indirect
Curriculum Development
Direct
Forests/Trees
Indirect
Waste
Direct
Priority Action Area 2 - Transforming learning and training environments
state:
Direct
Priority Action Area 3 - Developing capacities of educators and trainers
state:
Direct
Priority Action Area 4 - Mobilizing youth
state:
Direct
Update:
No