A 3-Part Live Series:
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A COLLABORATIVE PARTNERSHIP BETWEEN
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A COLLABORATIVE PARTNERSHIP BETWEEN
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The Mission
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To advance awareness and action for environmental justice in field of international education through a 3-part live event series.
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The Mission
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To advance awareness and action for environmental justice in field of international education through a 3-part live event series.
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Part 1: February 9, 2021
- Understanding Climate Justice & International Education
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Part 2: February 23, 2021
- Collaborative Solutions for Climate Justice Challenges in International Education
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Part 3: March 2, 2021
- The Forum's 17th Annual Conference: Climate Justice is Racial Justice: The Intersection of Climate, Race, and International Education
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"What a wonderful series. I really found the exercises productive and actually kind of fun which is a nice change of pace. There is so much work that needs to be done regarding climate justice in our field so I applaud CAN-IE and The GREEN Program for all the great work."
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A 3-Part Live Series:
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Part 1: February 9, 2021
- Understanding Climate Justice & International Education
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Part 2: February 23, 2021
- Collaborative Solutions for Climate Justice Challenges in International Education
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Part 3: March 2, 2021
- The Forum's 17th Annual Conference: Climate Justice is Racial Justice: The Intersection of Climate, Race, and International Education
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"What a wonderful series. I really found the exercises productive and actually kind of fun which is a nice change of pace. There is so much work that needs to be done regarding climate justice in our field so I applaud CAN-IE and The GREEN Program for all the great work."
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Conversations that matter.
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We're proud to have hosted 500 professionals in international education, representing nearly 50 countries around the world.
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Conversations that matter.
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We're proud to have hosted 500 professionals in international education, representing nearly 50 countries around the world.
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The 8 Environmental Justice in International Education
Challenge Scenarios & Outcomes
Challenge Scenarios & Outcomes
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The 8 Challenge Scenarios & Outcomes of Environmental Justice in International Education
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#1: A Sustainable Study Abroad Fair
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Education Abroad
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It’s 2022: You’re back on campus and planning your university’s next study abroad fair. How do you ensure that your marketing apparatus and the travel providers, community members, and students attending will adhere to responsible practices that account for environmental justice issues? Who are the decision-makers and how do you relay the urgency of sustainable policy change on campus?
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#1: A Sustainable Study Abroad Fair
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Education Abroad
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It’s 2022: You’re back on campus and planning your university’s next study abroad fair. How do you ensure that your marketing apparatus and the travel providers, community members, and students attending will adhere to responsible practices that account for environmental justice issues? Who are the decision-makers and how do you relay the urgency of sustainable policy change on campus?
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#2: The Public Transport Incident
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International Student & Scholar Services
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An international student is studying abroad in your host community. He takes the bus daily to get to school and during an advising appointment, he mentions that he has had strange experiences while riding the bus. For example, when he sits down on the bus, no one wants to sit next to him, even though the bus is often crowded and people will fill in the other empty seats. At first, he thinks this may be an isolated incident, but it occurs again and again, which leaves him confused. One day he encounters a woman from his home country who uses the bus to get to and from work. They sit together and discuss the community and his experience. She has lived in the USA for a number of years and she describes this to him as a form of racism toward Black people. He feels uncomfortable but needs to take the bus to get to school. Why is this a climate justice challenge? What could you do to address it for this student and future students? How could you implement a solution? Who might be your partners and allies in this effort?
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#2: The Public Transport Incident
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International Student & Scholar Services
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An international student is studying abroad in your host community. He takes the bus daily to get to school and during an advising appointment, he mentions that he has had strange experiences while riding the bus. For example, when he sits down on the bus, no one wants to sit next to him, even though the bus is often crowded and people will fill in the other empty seats. At first, he thinks this may be an isolated incident, but it occurs again and again, which leaves him confused. One day he encounters a woman from his home country who uses the bus to get to and from work. They sit together and discuss the community and his experience. She has lived in the USA for a number of years and she describes this to him as a form of racism toward Black people. He feels uncomfortable but needs to take the bus to get to school. Why is this a climate justice challenge? What could you do to address it for this student and future students? How could you implement a solution? Who might be your partners and allies in this effort?
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#3: The Hotel Confrontation
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Education Abroad
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A group of students checks in to their hotel room on their first day of arrival in India. After a long day of travel, most students unpack and take a shower. As one student is showering, she hears yelling in the room. She leaves the shower and, wrapped in only a towel, she’s confronted by angry hotel staff insisting that she leave the room immediately because they need to clean it in preparation for the next guest. The student insists that she just checked in and that she’s part of a larger group of students. The hotel staff do not believe her and force her to leave the room after giving her a short time to put on clothes. The incident was isolated to this student alone and she happens to be the only Black student. The student is understandably upset and concerned about staying at the hotel because of their commitment to sustainable practices. How do you respond?
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#3: The Hotel Confrontation
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Education Abroad
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A group of students checks in to their hotel room on their first day of arrival in India. After a long day of travel, most students unpack and take a shower. As one student is showering, she hears yelling in the room. She leaves the shower and, wrapped in only a towel, she’s confronted by angry hotel staff insisting that she leave the room immediately because they need to clean it in preparation for the next guest. The student insists that she just checked in and that she’s part of a larger group of students. The hotel staff do not believe her and force her to leave the room after giving her a short time to put on clothes. The incident was isolated to this student alone and she happens to be the only Black student. The student is understandably upset and concerned about staying at the hotel because of their commitment to sustainable practices. How do you respond?
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#4: Destination: Lower Emissions
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International Admissions
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You work in international admissions and you're responsible for growing the enrollment of international students at your institution. An environmentally-minded colleague points out that bringing students from countries where per capita emissions are low, for example, Bangladesh, to the US, where they're high, has a net negative impact on GHG emissions worldwide because those students will most likely lead a higher consumption (and emissions) lifestyle in the States. Your colleague suggests the more important work to be done is getting more Americans to study in lower-cost (and emissions) destinations. How do you respond?
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#4: Destination: Lower Emissions
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International Admissions
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You work in international admissions and you're responsible for growing the enrollment of international students at your institution. An environmentally-minded colleague points out that bringing students from countries where per capita emissions are low, for example, Bangladesh, to the US, where they're high, has a net negative impact on GHG emissions worldwide because those students will most likely lead a higher consumption (and emissions) lifestyle in the States. Your colleague suggests the more important work to be done is getting more Americans to study in lower-cost (and emissions) destinations. How do you respond?
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#5: De-Escalating Racial Aggressions
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Education Abroad
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It’s Day 5 of a program in a city that is known for heavy pollution. Student A has been feeling sick from the pollution since they arrived and have not been themselves. They already mentioned to the faculty member that they may want to return home. During a class session, Student B, a local student, provides a solution to help. Student A responds saying, “What do you know? It’s your own people’s fault that there’s so much pollution here.” Student C, an international student from the same university and from the same host country overhears the comment and takes major offense. How do you de-escalate and address the situation? What are some things that could have been considered in advance?
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#5: De-Escalating Racial Aggressions
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Education Abroad
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It’s Day 5 of a program in a city that is known for heavy pollution. Student A has been feeling sick from the pollution since they arrived and have not been themselves. They already mentioned to the faculty member that they may want to return home. During a class session, Student B, a local student, provides a solution to help. Student A responds saying, “What do you know? It’s your own people’s fault that there’s so much pollution here.” Student C, an international student from the same university and from the same host country overhears the comment and takes major offense. How do you de-escalate and address the situation? What are some things that could have been considered in advance?
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#6: Climate Justice in Texas
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Academics
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In a COIL training session: courses have moved online due to the pandemic. 30% of your cohort is attending from Texas. Due to the recent storms, power outages, and challenges with the water supply, your students are requesting to withdraw from the course. How do you respond in an effort to support your students? How is this a climate justice issue?
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#6: Climate Justice in Texas
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Academics
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In a COIL training session: courses have moved online due to the pandemic. 30% of your cohort is attending from Texas. Due to the recent storms, power outages, and challenges with the water supply, your students are requesting to withdraw from the course. How do you respond in an effort to support your students? How is this a climate justice issue?
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#7: Fast-Food On the Menu
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Education Abroad
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One of your most popular programs is Culinary Experiences & Gastronomy in Italy. Your campus has increased diversity in participants significantly but the itinerary has remained the same. Throughout the program, the faculty member reports that some students have been sourcing their meals primarily from fast-food restaurants due to a lack of resources. Over their semester abroad, their health has declined and this has become a concern for your team. How is this also an environmental justice issue and how do you address this?
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#7: Fast-Food On the Menu
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Education Abroad
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One of your most popular programs is Culinary Experiences & Gastronomy in Italy. Your campus has increased diversity in participants significantly but the itinerary has remained the same. Throughout the program, the faculty member reports that some students have been sourcing their meals primarily from fast-food restaurants due to a lack of resources. Over their semester abroad, their health has declined and this has become a concern for your team. How is this also an environmental justice issue and how do you address this?
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#8: Ensuring a Happy Home-stay
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Academics
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You’ve launched a program in Nepal with The GREEN Program. Students stay at a local homestay while installing a solar microgrid system in the local community to provide access to water. How do you ensure that students are prepared for the homestay element? What could go wrong? How do you work with local stakeholders to ensure that students are addressing and learning about environmental issues without causing any harm?
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#8: Ensuring a Happy Home-stay
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Academics
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You’ve launched a program in Nepal with The GREEN Program. Students stay at a local homestay while installing a solar microgrid system in the local community to provide access to water. How do you ensure that students are prepared for the homestay element? What could go wrong? How do you work with local stakeholders to ensure that students are addressing and learning about environmental issues without causing any harm?
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What's next? Join us at TGP's Global Sustainability Expo.
Learn more about TGP's programs: March 30 & April 29, 2021
Learn more about TGP's programs: March 30 & April 29, 2021
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What's next? Join us at TGP's Global Sustainability Expo. Learn more about TGP's programs: March 30 & April 29, 2021
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The Event Recordings
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Part 1: Understanding Climate Justice & International Education
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- Ine Williams, CANIE Board Member, Moderator
- Melissa Lee, Founder of The GREEN Program
- Andrew Gordon, CEO Diversty Abroad
- Robin Shields, Faculty at Bristol University
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Climate justice represents the intersections of social, racial, economic and environmental struggles. In this webinar, as moderator Ine Williams along with panelists Melissa Lee (The GREEN Program), Andrew Gordon (Diversity Abroad), and Robin Shields (Bristol University) to help us unravel and discuss some of the key concepts, language, and issues of climate justice. We'll consider how we can amplify the urgency of initiating collective climate actions by addressing issues of equity, human rights, and historical responsibility for change within the field of international education.
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Part 2: Collaborative Solutions for Climate Justice Challenges in International Education
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- Ine Williams, CANIE Board Member
- Melissa Lee, Founder of The GREEN Program
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Attendees collaborated with participants to address, brainstorm, and hack potential solutions to climate justice scenarios posed by international educator colleagues. Consider how both local & global perspectives, partnerships, and actions can shape global climate justice engagement. Address how to frame solutions to engage injustice issues. Note: The breakout rooms were not recorded but please see above for the challenge scenarios and outcomes.
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Continue your sustainability education and impact.
International Educators, get access to TGP's updates, events, and more!
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Continue your sustainability
education and impact.
International Educators, get access to TGP's updates, events, and more!
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