On optimism and good governance - Greek students sound off

Another month, and a lot of great contacts in Greek schools and environmental education. I’ve enjoyed presenting for students across the Thessaloniki region, as well as Athens, and being an observer with the Environmental Education Centers as they deliver action based curriculum to students. 

I’ve enjoyed spending time in both secondary, and junior classrooms, getting to know Greek schools, and helping Greek students understand America. A key difference in structure for Greek schools compared to my classrooms, is that students spend most of their day with one class, in the same classroom. Teachers move from class to class, rather than students. What I’ve found is that these classes become small communities, even like a family. As a visitor this means no one is afraid to ask questions. Repeat questions include - Do your schools have lockers? Do your schools have sports and dances? Have you had shootings at your school? What’s your favorite sports team? How does one get to go to America to study? 

The most qualitative data I’ve collected has been through small focus group interviews with junior and senior high students. I’ve asked a series of questions to establish what they know about climate change and sustainability, what kinds of activities they have participated in around the environment, and what things have stood out to them. I’ve also asked them about who is responsible for addressing climate change, and what can anyone do? I always end with a question about whether they are optimistic, αισιόδοξοι, about the future. 

The initial results indicate students have a number of opportunities for students to learn about issues surrounding climate change. Regular lessons in primary, and junior high school were regularly reported as the first place students learn about these issues. Also, a number of students get a lot of information from social media, Tik-Tok, Youtube, and Google searches. Overall, students I spoke to were relatively well informed about the mechanisms of the greenhouse effect, and human’s impact on CO2 the planet.

Locally, students often identified hot local summers, wildfires, and a lack of snowy winters as impacts of climate change. Recycling programs, and trash pick-ups were the most popular out of class activity that students had experienced. Many of the students in school eco-clubs had also participated in regional gatherings that included creative ways of communicating about climate change, including
schools involved with theater, posters, design, and fashion. 

On optimism - it’s been a mixed result. Many students suggested that their own generation is far more educated on the climate change threats we face in the future, in comparison with the previous generation. Optimistic students would cite this, and often advancing technology that can be trusted to solve some of our energy struggles. While most students could name both individual actions, as well as governmental actions that could be taken for a more sustainable community, doubt was cast on both groups. Many students suggested that from their own experience, not enough people care about the environment. Several groups suggested that the only way people care is if they are directly impacted by something. 

On government, there was more pessimism from most groups, with very few reports of government involvement in projects around the environment, and mostly skepticism for the government to take much action. 

In my second half of research, I will be focusing more on island communities, and have plans to speak directly with government officials about their understanding of climate change, and policy responses.