Download Igniting Ecological Citizenship through Climate Change Studies

Premier’s EnergyAustralia Environmental Education
Scholarship
Igniting Ecological Citizenship through
Climate Change Studies
Pam Melrose
Royal National Park Environmental Education Centre
Sponsored by
PREMIER’S TEACHER SCHOLARSHIP REPORTS
Introduction
Studying in a School Climate Change Learning Community has provided the scientific basis and
motivation for this study tour. Benefits gained extend far beyond the five week research tour, as
the contacts explored and online resources discovered continue to provide professional
development directly applicable to the wide focus of an Environmental Education Centre
teacher. The enriching scholarship opportunity has presented new educational ideas, challenges
and inspiration that will ultimately be of value to many students and teachers in NSW.
The aims of the tour were to gain an understanding of specific climate change research that uses
plant and animal species as sentinels of climate change, explore the links that scientists and
universities have developed with school communities and determine the extent to which a
culture of ecological citizenship is integrated within Scandinavian society. Studies encompassed
one of the last wilderness areas of northern Europe: the Norwegian Svalbard in the Arctic Circle
(78 degrees north), Universities and research establishments, schools and Nature schools and
Norway’s system of Mountain Touring Huts, as represented in the Jotunheimen National Park.
Climate Change Studies
Preparation for this section of the tour
involved study of Arctic climate
change with interviews at The Polar
Research Institute in Tromso; Polaria
Glacial Museum; Oslo, Tromso and
Svalbard universities, schools,
museums and research establishments.
World’s northern most school in Longyearbyen:
site of a permafrost bore hole study
Longyearbyen school in the Svalbard
provided a dramatic contrast to
Australian schools. Permafrost change
is an important cryospheric indicator
of global climate change and there is
permafrost monitoring bore hole in
the school grounds.
Monitored to a depth of 10 metres the experiment runs till June 2010 as part of The
International Polar Year “Thermal State of Permafrost in Svalbard”. Online access of data is
available and students interviewed were very much aware of climate change and how it impacts
their lives. Longyearbyen students reported that it was possible to skidoo across the sea ice on
the fjord nearby and continue on to the settlement of Ne Aleusand prior to 2003. However, due
to warmer winter temperatures from 2003-2008, sea ice has not been hard enough for this to
occur. Residents have been riding their skidoos over the mountains and glaciers instead of the
traditional sea route. Lack of summer sea ice is major issue in Svalbard and so experiencing the
sea ice by boat was a fitting start to the Svalbard study tour.
Visiting the area in early June allowed the surreal experience of 24 hour sunshine and a boat tour
across Tempelfjorden revealed vast expanses of pack ice, floating like wet cracked meringue in
front of a wide smooth ice edge. A few black, distant dots that were seals basking in the hot sun
and the expanses of cracked ice, forced the question of a predicted future in 2040: an ice free
Arctic summer?
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Polar Bears: Bears follow sea ice
north to find secure food supplies in
summer, but there was the ever present
reminder that they have been affected
by climate change, as the story of a
young girl killed close to Longyearbyen
school in 1995, is retold to every
tourist: blaming lack of ice for the
bear’s move into the township to
forage for food.
Sea ice near Von Postbreen
Hunted for centuries, Polar Bears are tied to the sea ice for nearly the whole of their life cycle.
Loss of summer sea ice will severely threaten the polar bear population in the Svalbard and
students were highly knowledgeable about the threat of polar bear extinction. Since 1995 it is
illegal to leave the town without a rifle for protection. Students were keen to boast that they are
allowed to hunt wildlife such as Arctic foxes when they are fourteen and reindeer and seals when
they are sixteen... For protection from Polar Bears, all teachers must have a hunting licence and
carry a rifle if going out on field trips. It is illegal to hunt Polar Bears but in Svalbard there is still
the basic right to hunt entrenched in society. Birds, ringed seals, bearded seals, Svalbard reindeer
and Arctic foxes are all hunted extensively within certain guidelines. For example ringed seal
(polar bears’ favourite food) can be hunted from 20th May to 20th March!
Managing Svalbard Arctic Wilderness
The Svalbard Wildlife Act of 2001 aims to preserve the pristine environment in Svalbard to
maintain continuous areas of wilderness and protection for future generations. However there
exists a conflict between the need to compromise between people’s traditional hunting lifestyles
and the need to conserve biodiversity. “Controlled and limited harvesting” of some species is
allowed and some marine protected areas exist to protect seals and prevent disturbance in
breeding season, but the core of the management policy on seals is to combine conservation
with sustainable use.
Whale meat on sale in Bergen Harbour, Arctic fox fur, reindeer and seal hides hanging in the
stalls for tourists to purchase, clearly shows that the right to hunt is present and so there is the
unusual mix of a love of hunting and a love of nature, resulting in the need for laws that
compromise between preserving tradition and biodiversity.
Glacier Study with Svalbard Wildlife Guide
A glacier snow shoe walk to the Longyearbyen Glacier to learn about ancient fossils required a
guide well equipped with a rifle to protect the party from polar bear attacks and well informed
about ancient 60 million year old plant fossils. Study of past climates can inform current climate
change studies and this perspective has great potential for projects in Royal National Park where
there are shale fossils and perched sand dunes that tell interesting stories of past climates.
Svalbard Global Seed Vault in Longyearbyen
Australia not only has seeds inside the Global seed Vault in Svalbard, but has provided
significant financial support to this international seed back up in case of a global disaster. The
vault is inconspicuous on the icy slopes close to the town, but has been built high upon a hillside,
130 metres above sea level and well away from the harbour in case of sea level rise. Two
hundred million seeds are protected inside a hundred metre long permafrost tunnel, with a
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constant interior temperature of minus 18 degree Celsius. To just view this vault nicknamed
“The Doomsday Vault”, was another reminder that the world is treating the threat of a global
disaster seriously.
Climate Change Projects in Norway and Sweden
Marginal living conditions in the Arctic have meant that management of wilderness areas
requires large scale research and international co operation. Scientists from Svalbard, Tromso
and Bergen provided expert information and viewpoints on the following research priorities.
All experts interviewed discussed the severe problem of Arctic Pollutants such as mercury,
cadmium, Polychlorinated biphenyl (PCB) and brominated flame retardants and how such
pollutants can exacerbate the effects of climate change on Arctic species.
Bear Health: Persistent organic pollutants are impacting on polar bears. Transported to the
Svalbard by air streams and ocean currents, these become trapped in sea ice and absorbed into
the food chain. When food availability is low, such as when the sea ice has melted, polar bears
must use their fat reserves. Accumulated contaminants are then released, especially during
lactation transferring pollutants to offspring. This is a major research project of the Institute for
Polar Research in Tromso and Svalbard, and communicating student educational material on
polar bears is a high priority for these institutions.
Bird Health: Similarly, studies of dead Glaucous gulls indicate that high levels of brominated
flame retardants accumulate in fat reserves. When birds use fat reserves, pollutants are released
and collect in brain tissue, causing loss of the ability to care for young. Numbers of Ivory Gulls
are also declining due to pollutants, illegal shooting and fewer feeds from scraps left by polar
bears. Eider Ducks have increased numbers of intestinal parasites: a possible consequence of
climate change
Seals: Protecting them from polar bears, Ringed seals need land fast ice as they can excavate ice
breathing holes, enabling access to ice that other seals cannot obtain. Decrease in ice cover ice
may cause increased competition for food and habitat and leading to pup mortality.
Long term Monitoring of the Arctic Climate and Sea Level
DAMOCLES (Developing Arctic Modelling and Observing Capabilities for Long-term
Environmental Studies) is an ice-atmosphere-ocean monitoring and forecasting system for
studying climate changes in the Arctic and involves extensive Nordic participation. Scientists
interviewed reported that in 2006, high temperatures occurred and the highest mean temperature
was 5°C above normal. Sea level is expected to rise along the Tromso coast 45-65cm towards
2100 and temperature is expected to rise in North Norway from 2.5-3.5 °C and so ongoing
monitoring is an urgent priority.
Jotunheimen National Park
Walking to the top of Norway’s second highest mountain-Glittertind and climbing to the
Fanaraken mountain hut that is chained to the rocks to protect it from strong winds, was a
highlight of the tour as this involved walking across raging melt water streams and experiencing
the sight of massive glaciers flowing towards the fjords below. As climate change education
involves discussion of glacial and sea ice changes, to experience these landforms first hand, adds
a real perspective to this teaching.
A local shepherdess living alone above the glaciers, discussed how sheep become stranded on
melting ice floes after intense summer temperatures. Effects of climate change are clear, as
glaciers recede and spring flowers arrive earlier than usual. Sheep and reindeer herding is
common on lower pastures but as temperatures increase during midsummer days, animals move
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PREMIER’S TEACHER SCHOLARSHIP REPORTS
higher up mountain slopes seeking cooler temperatures. Selective grazing on lichen and grasses
leads to a more uniform pasture that may be more susceptible to erosion as animals ignore the
tougher plants. There is a recent trend towards ecologically sustainable land use practices where
sheep herders move their sheep into overgrown and more resilient areas, rather than allowing
them to overgraze sensitive alpine areas: evidence of agriculture attempting to adapt to changing
conditions.
Glacier near Fanaraken Mountain Hut in Jotunheimen Range
Socioeconomic effects of climate change- Boyabreen glacier in Fjaerland
Contact with local people whose lives and jobs are affected by climate change highlighted
another dimension of climate change: socio economic effects and the adaptive capacity of
industries such as fisheries, tourism and agriculture. A Fjaerland glacier guide has a long family
tradition of tourism. He astounded his audience by showing historical pictures of the 1870 glacial
front of Boyabreen and comparing it with the ice front today: hundreds of metres upslope. An
interesting anomaly was that after taking tourists to see the interactive Glacier Museum where
scientists have reported on human induced climate change, the guide quickly attributed change to
be part of a natural cycle. Climate change skepticism was apparent in many places in Norway and
highlighted the local fear that jobs will be lost and towns built on glacier tourism, may falter
unless communities adapt.
School and University Links
ICE (Centre for Ice Climate and Ecosystems) and Tromso Polar Environment Centre
Scientists are currently planning a schools project where students access real scientists while
conducting scientific experiments in Polar Regions. A poster appeals to the students: “Do you
want to be a student climate researcher? We are looking for climate interested youth who can follow the research
work online and take part in online fieldwork!” Special school experiments that are similar to real ice
studies are provided for students, to engage them with authentic climate change science.
Teknikens Hus, Sweden
Staff at this organisation highlighted their “Grasping of Climate” project that involves
developing curriculum resources and travelling climate change exhibits. The most outstanding
feature of this centre was the fact that there is numerous full time staff whose main role it is to
produce interactive curriculum oriented teaching programs that use modern scientific research.
Marine Research Institute, Norway
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At the Institute of Marine Research in Bergen, scientific staff outlined various research projects
that are communicated to the school community. Many involved using organisms as sentinels for
climate change (Climate variation on fish stocks; MAREANO-mapping distribution of
vulnerable benthic organisms and habitats; Ecosystems and Population Dynamics-variations in
marine ecosystems; monitoring seals, whales and plankton. The MARECO Project is an
outstanding example of scientific education as it recreates the work of scientists by using artist to
capture experiments in creative ways for community education. The exhibition takes the student
on a virtual deep ocean journey. Students virtually use the “scientists’ tool box” as they sample
elusive deep sea animals. They listen to the Bergen Acoustic Lander and find out how to “eaves
drop on sea creatures”.
University of Bergen, Online Environmental Education and Data Collection
In Norway there was much discussion about the value of school and university/research
collaboration. ENSI (Environment and School Initiatives) is a recognized government based
network of members interested in Education for Sustainable Development (ESD).SUPPORT is
one project that promotes ESD by linking schools, research institutions and communities in a
web-based network. Data from local and international school biodiversity projects (plankton,
plants and animals sighted) are entered on the database for easy online recovery (such as“CO2 on
the Way to School” -an energy reduction program).This comprehensive approach to school
environmental reporting is highly applicable to Australian environmental projects.
EcoSchools
Interviews with National Green Flag Coordinators from EcoSchools emphasized the value of
being involved in an internationally accredited Program. The program has the main aim of
raising students' environmental awareness of sustainable development issues through classroom
study as well as school and community action.
Ecological Citizenship
Igniting ecological citizenship through wilderness experiences
Experiencing the outdoors with local students in Norwegian wilderness huts, provided insight
into how a large outdoor organisation -Den Norse Turistforening (DNT) encourages ecological
awareness in children. Students at Glitterheim were issued with a DNT “passport”. Tasks
necessary to obtain passport stamps included: identifying animals and plants, climbing
mountains, fishing, cooking, and canoeing. Older students walk to different categories of huts
according to their age and experience.
Full service huts provide all supplies including packed lunch. A “no service hut” requires
students to carry all supplies and “self service” uses an honesty system with visitors using stored
hut food, thereby allowing children to travel light and enjoy their walking. DNT guides teach
mountain safety including the Norwegian Mountain Code that consists of eight basic mountain
laws (e.g. “use map and compass” and “don’t go solo”). This long established outdoor
organisation has an outstanding focus on encouraging children to enjoy their outdoor
experiences and learning to protect the mountains that are viewed as precious Norwegian natural
heritage.
Nacka Nature School in Sweden, promotes itself as a method of learning not a place and
visiting students become immersed in nature. When cold prohibits study outside, students learn
inside with exhibits such as a full sewage treatment plant. Waste from student separating toilets
and wash basin enters a series of ponds and purification plants including fish and hydroponic
tomato ponds for learning about sustainable lifestyles.
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PREMIER’S TEACHER SCHOLARSHIP REPORTS
Embedding ecological citizenship in society was evidenced throughout Norway and Sweden,
with emphasis on a deep respect for nature. Children usually go outside every day in summer as
the the dark season is so long in Tromso, that teachers must maximise their time in the outdoors
and so environmental education is totally incorporated into the school curriculum. Similarly in
Longyearbyen School in Svalbard, children were proud to boast that that they must always go
outside unless the temperature hits minus forty degrees!
Renewable Energy
Renewable energy is highly visible in Scandinavian society. In Sweden, when a child talks about
energy they think wind or water rather than coal and newspapers reinforce this view through
advertising campaigns. In both Norway and Sweden many towns utilised waste water from
power plants to heat the town and usage of electric heaters was rare. “Vindkraft” was celebrated
in Stockholm at the Centrum Train Station for Global Wind Day and tiny windmills were given
to children to emphasise Sweden’s target to raise the proportion of renewable energy to 49% by
the year 2020. This with the introduction of plug-in hybrid electric vehicles and public transport
improvements, are expected to dramatically reduce carbon emissions.
In Teknikens Hus at Lulea in Sweden, a tour of the closed heating system beneath the building
revealed a complex of multicoloured pipes that utilise waste hot water from the local steelworks
and cooling water from the local river. Lulea Hospital (Sunderby) even recycles body heat! Heat
exchangers recycle 75% of heat generated by computers, people and medical equipment and cool
glacial water is used for cooling instead of air conditioners. “Living Labs methodology” involves
a creative energy saving experiment whereby the town’s culture house in Lulea, uses sensors to
provide real time energy consumption data that is analysed and published on web pages, Google
calendars and mobile phones to change energy usage patterns.
Electric cars in Oslo: A row of recharging electric cars in Oslo, demonstrated a possible future for
Australia. Owners reported they were exempt from city entry tolls, sales tax and enjoy
discounted registration fees. Revenue from the city toll is directed into public transport
alternatives resulting in a highly efficient system of bicycles, trams, trains and buses.
Green Boating: Keep Sweden Tidy Foundation has developed a Green Boating guide and has
communicated the policies to schools. As part of the The Baltic Sea Breeze project, green
marinas are awarded a Blue Flag where a culture of sustainability is conveyed to boat owners,
who must wash their boats rather than used antifouling paints. The main aim of the organisation
is to achieve behavioural change through community sustainability education.
Conclusion
Providing a wealth of knowledge and ideas for climate change studies, the tour was particularly
effective in highlighting the role of universities and research establishments in educating their
communities about current climate change science. Ranging from museums and virtual science
lessons to online climate change data collection, many strategies have strong potential for
adaptation to Australian programs, especially with regard to marine biodiversity data gathering
projects and interactions with Universities on future climate change initiatives. In this way
student engagement in authentic science projects will concurrently satisfy curriculum and
environmental priorities. Publishing more detailed information on websites will ensure that there
is an online dissemination of study tour findings.
This professional development opportunity has revealed new and challenging educational paths.
The most significant message from the tour is that professionally published online data and
educational material essentially combined with experiential outdoor learning, is an effective
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blend for climate change education, so that ecological citizenship can become ingrained in
society. In this way students are engaged in significant field work and can use technology to
further their own independent ongoing learning that will continue to foster a culture of
sustainability. Education for minimizing CO2 emissions, increasing renewable energy use,
ongoing research and effective climate related decision making, are all required to maintain a bio
diverse and habitable planet for future generations.
Web Site References
Eco Schools, [Online] Available: http://www.ecoschools.org
Grasping of Climate, [Online] Available: http://www.graspingclimate.net
Institute of Marine Science, [Online] Available: http://www.imr.no/en
Lulea Energy Experiment, [Online] Available: http://www.ict4saveenergy.eu/lulea
Mar Eco Project, [Online] Available: http://www.mar-eco.no
Norwegian Environmental Education Network, [Online] Available: http://www.sustain.no
Norwegian Glacier Museum, [Online] Available: http://www.bre.museum.no
Norwegian Polar Institute and ICE Centre, [Online] Available: http://npweb.npolar.no/english
Norwegian Trekking Association (DNT) [Online] Available:
http://www.turistforeningen.no/English
Polaria, [Online] Available: http://www.polaria.no/en
Swedish Nature Schools, [Online] Available: http://www.naturskola.se/index.htm
TALE, [Online] Available: http://www.tale.edu.au
University Svalbard, [Online] Available:
http://www.unis.no/60_NEWS/6050_Archive_2009/n_09_07_23_Billefjorden/Arcwin_sampl
ing_news_23072009.htm
End Note: Contact author for further web site links and full details of study tour including
pictures and videos of Svalbard Arctic Wilderness. [Mailto: [email protected]]
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