Abstract
Driven by consumerism, resource depletion directly impacts ecological degradation and contributes to planetary environmental destruction. This study explores how young New Zealander citizens (aged between 22-29 years) developed an awareness of the effects of consumption and response to related ecological concerns. Using a modified grounded theory approach (one-to-one and focus group) to elicit and examine their narratives, the research sought to identify key drivers that shaped these young people’s awareness of ecological degradation and conservation actions. Study implications are relevant for policymakers, educators and parents to understand and develope future generations of ecological citizens. Changing dominant economic, political and social systems to develop individuals holding post-materialistic values and share ecological worldviews will not be easy. This will require dynamic change to parenting approaches and other dominant models, including education. Structural changes initiated with a clear vision of what is needed and shared by trusted leaders across all levels of society, rather than just mandatory legislation changes, could help shift citizens towards more sustainable practices. Parents taking their children into the outdoors and exposing them to free-ranging exploration of nature develops long-lasting connections and environmental awareness. Introducing a new education paradigm, that places sustainability as the central core in thinking, teaching and learning. An education model that promotes a communal approach to teaching ecological citizenship, where social agency rather than individual agency is championed to prevent young people feeling overwhelmed with the complexity of what they are facing in light of environmental and social challenges associated with anthropogenic environmental change.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Sustaining Crisis: (de)growth, Alternative Economies, Greenwashing, Social and Political Movements
KEYWORDS
CONSUMPTION, YOUTH, SUSTAINABILITY, ENVIRONMENTAL, EDUCATION, SYSTEMS
