Several solid frameworks for enacting climate-focused education exist (example a; example b), and such teaching and learning is essential for virtually all aspects of quality of life, and even life itself for many species. Colleges and universities are key, as are primary and secondary settings.

Please join this discussion to create and refine concrete ideas for climate change/climate justice teaching and learning objectives that could be supported across K-12 (and beyond) in developmentally appropriate ways in virtually all content areas. We are actively drafting legislation ideas, but wish to do so in partnership with as broad a coalition of Oregon students and educators as possible ahead of teaming with many other stakeholders. We believe teacher voice on these objectives, as informed by our students and our professional expertise, is essential to the success of well-rounded policy implementation. Please invite other Oregon students and educators to this opportunity.

With sincerity and solidarity,

Oregon  Educators for Climate Education (OECE)

As Reuters' Gavin Jones recently reported, "International bodies and pressure groups are calling for climate change studies to become a standard part of the school curriculum worldwide, saying the step is vital to reach targets on cutting greenhouse gas emissions. The United Nations Education, Science and Culture Organisation, UNESCO, said this month that environmental studies should be standard teaching in all countries by 2025."

However, as is clear from what students have told us (example, see page 37), almost no explicit attention is given in their education experiences to climate change, climate justice, or associated topics of sustainable agriculture and natural resource use/reciprocity. Even so, empirical data (example) supports the notion that such efforts not only facilitate students' lower-emission decision-making, but also their willingness to promote related structural changes (further reading).

New Jersey has already implemented climate-focused teaching and learning standards (they're embedded in all the content areas listed), and the states of Washington and Minnesota are developing their own. For so many reasons, Oregon should be next. Our state is bigger than Uganda, Cambodia, or Great Britain, and has wildly diverse environments and ecosystems. We and our students care deeply for the health of our state, and we suspect that you do too. Several solid frameworks for enacting climate-focused education exist (example a; example b), and such teaching and learning is essential for virtually all aspects of quality of life, and even life itself for many species. Colleges and universities are key, as are primary and secondary settings.

Please join this discussion to create and refine concrete ideas for climate change/climate justice teaching and learning objectives that could be supported across K-12 (and beyond) in developmentally appropriate ways in virtually all content areas. We are actively drafting legislation ideas, but wish to do so in partnership with as broad a coalition of Oregon students and educators as possible ahead of teaming with many other stakeholders. We believe teacher voice on these objectives, as informed by our students and our professional expertise, is essential to the success of well-rounded policy implementation. Please invite other Oregon students and educators to this opportunity.

To join or express legislation ideas, please complete this brief survey (tinyurl.com/oeces, if you want to share it!). 

With sincerity and solidarity,

Oregon  Educators for Climate Education (OECE)