Eileen M. Brennan and John Dean Ossowski,

Community Based Practice Conference

Portland, Oregon

June 4, 2011

This presentation was supported by a grant from the James F. and Marion L. Miller Foundation through the

Institute for Sustainable Solutions,

Portland State University, Portland, Oregon, USA

2

1. Discuss the three aspects of sustainability theory: environmental, economic, and social, and apply each component to social work practice at the micro-, mezzo-, and macro levels.

2. Use a transformative learning approach to apply sustainability principles to practice.

3. Identify local examples of sustainability principles applied in community-based practice settings.

4. Locate local resources for sustainability-focused practice.

3

Definitions are wide ranging and varied. Common themes: ◦ An intergenerational focus Example: ―…meet[ing] the needs of the present without

compromising the ability of future generations to meet their own needs‖ - World Commission on Environment and Development (1987)

◦ A connection between collective human behavior and environmental impacts: Example:―[Four dimensions of sustainability] all of which

are conditions that must be attained to ensure the continuation of all life on the planet [are]: human survival, biodiversity, equity, and life quality. These dimensions are interconnected and imply that sustainability means living in harmony with fellow humankind, bird, beast, air, land, sky, and sea.‖ (p. 33). – Mary (2008)

4

Three Pillars of Sustainability

◦ Social, Environmental, Economic

Two Common Models:

5

Environment

Society

Economy

Human activity cited with causing environmental damage:

Humans suffer the consequences of environmental damage:

Smog attributed to motor vehicle emissions.

Disproportionate and Intergenerational effects of Urban Air Pollution

(http://www.lungusa.org as reported by Bell, Cohen & Malekafzali, 2010)

6

Children Exposed to Excessive Ground Level Ozone

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

African

American

Asian

American

Latino White

Not Exposed

Percentage of Children Exposed

to Excess Ground-Level Ozone

7

Natural World

Economy

Culture

CONSUMERISM – an industrialized economy is needed to support the consumption demands of hyper-individualistic lifestyles. It provides the means to procure and process materials en masse from the natural world which are needed to keep up with consumption patterns.

ALIENATION – a culture that values individual achievement above all else promotes hyper-individualistic social orientations and requires an inordinate amount of resources to maintain these lifestyles (i.e. everyone must own the best car they can afford). In this culture, everyone competes for everything; patterns of winners and losers result.

POLLUTION and ENVIRONMENTAL DEGREDATION –

economic activity (in this case, industrial processes) produce pollution and deplete natural resources faster than they can be replenished.

Based in part on a model proposed by Stephen McKenzie in McKenzie, S. (2004).

Highlighting the Importance of the Social Dimension: Our Ecological Crisis as Symptomatic of a Social Problem

8

Natural World

Economy

Culture

COHESION – promotes connections across generations values a long term perspective in terms of economic growth to support human health and well-being. Competition exists within limits. Disparities lessened; systemic patterns are noted and corrected so that competition occurs among equals.

CONSUMPTION – economic growth is planned with the emerging needs of future generations in mind. Materials are extracted from the natural world in ways that promote long-term human health and well-being while respecting eco-systems and natural limits.

ENVIRONMENTAL SUSTAINABILITY – While economic processes still create waste, this waste is carefully managed to keep within natural limits so future generations can meet their needs. Burdens of waste are proportionately distributed among the members of society. Resources are consumed at rates commensurate with nature’s ability to replenish them.

Based in part on a model proposed by Stephen McKenzie in McKenzie, S. (2004).

Highlighting the Importance of the Social Dimension: Towards a Culture-Shift as a Solution

The ecospiritual perspective, in line with indigenous ways of knowing, is based in the understanding that humans are part of the emerging, unfolding natural world and are interdependent with nature and each other (Coates et al., 2006).

―Humankind has not woven the web of life. We are but one thread within it. Whatever we do to the web, we do to ourselves. All things are bound together. All things connect‖ (Chief Seattle; Oration, 1854)

9

From a traditional viewpoint, how we get to where we‘re going is much more important than getting there. In western epistemology goal is more important than process. In Native worldview, generally speaking around the world, process is more important than goal. Again we reverse the laws for living.

[We need to] put together a process that is in alignment, or in harmony, so that the outcome is harmonious with what we‘re trying to do, and what our intention is, and harmonious for the planet.

(From David Hall‘s interview with L. Merculieff, 2007)

10

• In the US, environmental justice has been strongly linked to civil rights, the elimination of racism, and the movement toward having all stakeholders speak for themselves in the making of environmental decisions. (Bullard, 2007).

• As a conceptual framework, Schlossberg (2007) argues that it is complex and includes issues of distributive justice, recognition, capabilities, and procedural justice. It focuses both on equity and participation (Schrader-Frechette, 2002).

• Environmental justice is both a conceptual framework and a social movement (Ali, 2006). In the US, the link is strong to the fight against both environmental racism, and toxic pollution.

11

―…those cultural norms and values, rules, regulations, behaviors, policies, and decisions to support sustainable communities, where people can interact with confidence that their environment is safe, nurturing and productive.

Environmental justice is served when people can realize their highest potential, without experiencing the ‗isms.‘

Environmental justice is supported by decent paying and safe jobs; quality schools and recreation; decent housing and adequate health care; democratic decision-making and personal empowerment; and communities free of violence, drugs, and poverty.

These are communities where both cultural and biological diversity are respected and highly revered and where distributed justice prevails‖ (1995, p. 6).

12

SOCIAL ECONOMIC

MICRO

(Individual)

MEZZO

(Organization,

Community)

MACRO

(Policy)

Traditional Area Of Focus

13

SOCIAL ECONOMIC ENVIRONMENTAL

MICRO

(Individual)

MEZZO

(Organization,

Community)

MACRO

(Policy)

Inter-relationship

Inte

r-re

latio

nship

14

Using a Transformative Learning Approach

Learning about Sustainability

15

Portland State University ◦ Houses the Center for Sustainable Processes and

Practices. ◦ Received a $25 million grant from the Miller

Foundation to move sustainability ahead. ◦ Offers a Graduate Certificate Program in

Sustainability. School of Social Work ◦ Faculty members were given a grant to team with

other departments to form a Social Sustainability Network with PSU faculty, students, and community members.

◦ Teaches a course for BSW/MSW students: Sustainability and Social Work.

16

• ―Sustainability is often thought of as comprised of three overlapping goals: – (a) to live in a way that is environmentally

sustainable or viable over the long term;

– (b) to live in a way that is economically sustainable, maintaining living standards over the long term; and

– (c) to live in a way that is socially sustainable, now and in the future‖

(Dillard, Dujon, & King, 2009, p. 2)

17

This course examined the role of professional social work in the achievement of sustainability at the community, regional, national, and global levels.

Using a multidisciplinary perspective, the environmental, economic, and social aspects of sustainability were considered theoretically and practically.

Sustainability was linked to the attainment of environmental, economic, and social justice.

18

Introduction to climate change and environmental challenges—relation to micro, mezzo, and macro levels of practice.

Environmental, economic, and social justice for individuals, groups, and communities.

Sustainable development and SW. International and global context. Sustainability and groups at risk. Working toward sustainability at the community level. Creating empowering partnerships. Sustainability and SW ethics. Revisiting sustainability and social work—theory and

practice.

19

Encouraged students to develop a view of the earth in which humans are one species in a planet that is enveloped by a complex web of life, rather than dominated by people and their technology (Capra, 1996, 2002).

Sought to help them end their alienation from the natural environment (Jones, 2010).

Fostered a re-indigenization of individuals by connecting them to place (Coates, Gray & Heatherington, 2006; Hall, 2010).

20

We had three major concerns in designing the course: ◦ How to make the abstract conceptual frameworks of

sustainability come alive for the students in this advanced HBSE course.

◦ How to get students to deeply examine their beliefs about their place in the natural world, their own environmental behavior, and their approaches to practice.

◦ How to discuss the challenges of mitigating and adapting to climate change without overwhelming them with its enormity and immediacy (Hartmann, 2004; Weil, 2009).

21

―Transformative learning is learning that transforms problematic frames of reference—sets of fixed assumptions and expectations (habits of mind, meaning perspectives, mindsets)—to make them more inclusive, discriminating, open, reflective, and emotionally able to change‖ (Mezirow, 2003, p. 58)

The course was designed to have students engage with the sustainability framework through dialog, personal reflection, and social action—particularly appropriate for social work education (Jones, 2009; Kitchenham, 2008).

22

1. Disorienting dilemma.

2. Self-examination with feelings of

guilt or shame.

3. Critical assessment of

assumptions.

4. Recognition that the process of

transformation is shared with

others.

5. Exploration of options--new

roles, relationships, actions.

6. Planning of a course of action.

7. Acquisition of knowledge and skills for implementing one’s plan.

8. Provisional trying of new roles.

9. Building of competence and self confidence in new roles.

10. Reintegration into one’s life with a new perspective.

11. Renegotiating relationships.

23

(Mezirow, 1991).

A head-on discussion of climate change presented a ―disorienting dilemma‖ for class participants.

The lively discussions of environmental justice and globalization evoked strong feelings—as class members realized that those who had small carbon footprints were experiencing some of the gravest consequences.

We also discussed some basic assumptions regarding American exceptionality and modernity.

A first assignment was to write a paper on a personal definition of sustainability, which was then applied to a group at risk.

24

Students were asked to form groups to design and carry out projects that would promote sustainability.

This often involved discussions in depth of course concepts and community conditions, and required them to acquire new skills (such as social marketing).

It also resulted in trying out new roles as promoters of sustainable thinking and actions.

25

Students engaged in online discussions that recorded their experiences in the groups and their reaction to readings.

Their final assignments involved sharing their work with other students, faculty, and community members through posters presented in a Sustainability Fair at the end of the term.

They synthesized the work in a final paper that included self-reflections on the ways in which the community-based projects were applications of sustainability theory.

26

Started an exchange of usable school supplies for the School of Social Work, networking with a PSU exchange.

Supply Exchange: Sustainability Promotion

27

Held sessions teaching social workers how to make non-toxic cleaning substances

Green Cleaning—Sustainability Promotion

28

Worked with PSU student organizations to mount a social marketing campaign encouraging the use of tap

water and campus refilling stations.

Bottled Water—Is It Sustainable?

29

Community Event Promoting Land Decontamination

30

Low-cost Outdoor Activities for Families

31

Amanda Lawrence; Josiah Hill III Clinic

Kevin Jones; Friends of the Children

Kristin Magis; Leadership Institute

Kate Erickson and Myste French; Our United Villages

Egbavado Ananouko and Eca-Etabo Wasongolo; Janus Youth Program Village Gardens

Cassie Cohen and John Ossowski; Groundwork Portland

Desiree Williams-Rajee; City of Portland Bureau of Planning and Sustainability

32

New skills such as social marketing, partnering with community organizations, and behaviors that promote sustainability.

Additional knowledge about the current environmental crisis, globalization, sustainability theory, and their relation to social work.

―In order to transition to a sustainable future, we must concern ourselves with what leads individuals to engage in behavior that collectively is sustainable, and design our programs accordingly. Then, the transition must be shaped well in such a manner that in the end, communities will be able to pass down the values to the next generation with ease.‖ (Naanyane, 2009, final paper).

33

Lessons Learned about Educating Human Services Professionals about Sustainability

Challenges and Strategies

Hoem New Home of the School of Social Work-LEED Gold Certification

34

Professional education has prescribed content that is required for accreditation—already too much for the classroom hours allotted.

Social workers are trained to respond to the social problems that have immediate impact on people—poverty, disease, violence, and injustice; environmental degradation and climate change seem to be outside of the scope of their work.

The professional literature about sustainability in social work is not well-developed.

35

In the class, several students had a much more comprehensive knowledge of climate change and environmental issues than the instructor.

Students pointed to the Eurocentric perspective of much of the sustainability literature.

A sustainability focus requires a major conceptual shift for the entire field.

Concerns were raised about exploiting our community partners by engaging in short-term projects.

36

Call upon community agencies doing environmental work to provide guest lecturers—in turn, their organizations became better known and more widely supported.

Use the informal seminars held through the Social Sustainability Network as a forum for students to present, discuss ideas, and learn from other disciplines.

Form long-term partnerships with community agencies that will benefit from student involvement in sustainability promotion.

37

Invite diverse community members to the class to present their viewpoints on sustainability.

Use the Sustainability Fair as a social marketing opportunity to widen the support base within the School of Social Work, and to recruit next year‘s set of students.

Highlight sustainability as a focus area for field internship experiences.

Move sustainability concepts and environmental concerns into the required coursework.

38

Strategy: Join the NASW Sustainability Interest Group

39

The Social Sustainability Network site:

http://www.pdx.edu/social-sustainability/

40

• The 11th hour (movie) - http://wwws.warnerbros.co.uk/11thhour/

• 350 org: Learn more about how to curb climate change and get involved in a great cause! This organization posits that a safe level of CO2 in the atmosphere is 350 parts per million (that is, if you had 1 million same sized containers of air, like a gallon bottle, only 350 of those containers would be CO2). Currently, we are at 389 parts per million. Special event on September 24th to becoming involved in. http://www.350.org

• Ainsworth Collective - This is a local neighborhood group that is living well through sharing. You can learn more by visiting the news link. http://www.katu.com/amnw/segments/46828697.html

• Blue Door - This group assists neighbors with gardening chores. By coming together, neighbors help each other grow food (simultaneously promoting healthy diets and cutting food costs while reducing consumption). This article tells a little about a project blue door was engaged in - and lists contact information for the volunteer organizer. Great project for those interested in building community, health and wellness and gardening! http://www.portlandsentinel.com/?q=node/4626

• Center for Diversity and the Environment - The Center for Diversity & the Environment racially and ethnically diversifies the U.S. environmental movement by developing leaders, diversifying institutions, and building community. http://www.environmentaldiversity.org/index.html

• Coalition of Communities of Color Report - This report contains information about the state of Communities of Color in Multnomah County. Data has been published and the full report is available on-line at the link below. http://www.coalitioncommuitiescolor.org

• Community Building Tool Packets - Resources developed by the Community Outreach Program of Our United Villages http://ouvcommunityoutreach.org/resources/community-building-tool-packets/

41

Community Cycling Center - Understanding Barriers to Bicycling - This is a report about barriers that people face to using a bicycle as a means of transport. Specifically, the report deals with issues surrounding socioeconomic status, race and urban planning issues. http://www.communitycyclingcenter.org/index.php/understanding-barriers-to-bicycling/

• Community Resource List from Our United Villages - List of resources for the local community compiled by the Community Outreach effort of Our United Villages http://ouvcommunityoutreach.org/resources/community-resource-lists/

• Cosmetics Database - http://www.ewg.org/skindeep/

• Ecosociawork - http://www.ecosocialwork.org/rfrnces.html

• Environmental Working Group - Resources for information about toxins in our environment, health, etc. http://www.ewg.org/

• Focus on the Global South - A non-governmental organization, located in Asia, Focus on the Global South has the purpose of policy research, advocacy, activism and grassroots capacity building in order to generate critical analysis and encourage debates on national and international policies. http://www.focusweb.org

• Global Alliance for Deep Ecological Social Work - http://www.ecosocialwork.org/rfrnces.html

• Global Green USA - Founded in 1994 by activist and philanthropist Diane Meyer Simon, Global Green is the American Arm of Green Cross International (GCI), which was created by President Mikhail S. Gorbachev to foster a global value shift toward a sustainable and secure future by reconnecting humanity with the environment. http://www.globalgreen.org

• Green Cleaning Guides from Metro - http://www.oregonmetro.gov/index.cfm/go/by.web/id=1400

42

• Green Dream, A vision for social work - http://gwbweb.wustl.edu/Documents/SI_GreenDream.pdf

• Green Facts - Nonprofit organization that produces summaries of peer-reviewed scientific studies on environment and health for general consumption. http://greenfacts.org

• Green Seal is an independent, nonprofit organization that uses science-based standards and the power of the marketplace to create a more sustainable world (website description). http://greenseal.org

• The Higher Education Association Sustainability Consortium - http://www2.aashe.org/heasc/about.php

• Household Products Database - http://householdproducts.nlm.nih.gov/

• Intergovernmental Panel on Climate Change: The Intergovernmental Panel of Climate Change is the an organization dedicated to the scientific assessment of climate change. It was established by the United Nations Environment Program (UNEP) and the World Meteorological Organization (WMO). Also considers social and economic consequences. http://www.ipcc.ch

• International Federation of Social Workers (2005). International policy statement on globalization and the environment. Policy of the International Federation of Social Workers which addresses the approach of this organization to issues of environmental, economic, and social sustainability. http://www.ifsw.org/en/p38000222.html

• Josiah Hill Clinic - This group works to improve the environmental health of children by providing blood lead testing. For those of you looking for a volunteer opportunity, these would be great folks to contact. http://www.jhillclinic.org/

• Josiah Hill III Clinic Resources - Here is a list of resources on chemical exposure from the Josiah Hill III Clinic http://www.jhillclinic.org/resources/

43

• Liberation-Based Healing Conference - See link to learn more about this upcoming event. One day is free (one day requires a registration fee). http://www.lclark.edu/graduate/programs/continuing_education/news/story/?id=1280

• The Millennium Development Goals Monitor - Interactive website that indicates how countries are progressing toward meeting the goals of the Millennium Development Project which has as its target date 2015. http://www.mdgmonitor.org/index.cfm

• The Myth of Apathy - Great little article that grapples with the psychological factors that inhibit people and groups from engaging with sustainable practices. Author gives the following advice: "Rather than act like a disciplinarian therapist who shouts at a patient for being too slow, neurotic or unable to face the truth, we can learn lessons from how good psychoanalytic practice works: by finding the right ways both to inform and inspire, and stimulating action rather than paralysis." http://www.theecologist.org/blogs_and_comments/commentators/other_comments/269433/the_myth_of_apathy.html

• New American Dream - Green Consumer nonprofit organization with practical ideas for the new American life. http://www.newdream.org

• Native Perspectives - Voices from Salmon Nation. This site is dedicated to sharing the content and follow-up work of David E. Hall's dissertation, "Sustainability from the perspectives of indigenous leaders in the bioregion defined by the Pacific Salmon runs of North America.―http://www.nativeperspectives.net/

• Our Common Future--Chapter 2 - This 1987 report from the United Nations Commission on Environment and Development (UNCED) was issued as a result of a major meeting to discuss the needed changes to eliminate poverty and violence, while promoting sustainable growth. Chapter 2 includes the Brundtland Definition of Sustainability. http://www.un-documents.net/ocf-02.htm#I

• Our United Villages Food Sharing Workshop - http://ouvcommunityoutreach.org/events/workshops/food-sharing-workshop/122/

44

• Our United Villages - Our United Villages is a local, non-profit organization. Community Outreach provides resources and opportunities for neighbors to get to know one another. Working from the roots, it brings people together to share their ideas to inspire practices that strengthen community. http://www.ourunitedvillages.org/

• Portland: Quest for a livable city - http://www.lincolninst.edu/subcenters/making-sense-of-place/portland/

• Psychology and Global Climate Change - http://www.apa.org/science/about/publications/climate-change-booklet.pdf

• South Bronx Overall Economic Development Corporation - SoBRO is a nonprofit organization that works to enhance the quality of life of residents of the South Bronx. It focus on all aspects of sustainability--environmental, economic, and social through strengthening infrastructure, and providing educational and career development programs for youth and adults. http://www.sobro.org/

• State of Black Oregon 2009 Report - Extensive report by the Urban League that details environmental justice issues, economic development, education, criminal justice, housing, health, child welfare, civic engagement, and the history of African Americans in Oregon. http://ulpdx.org/documents/UrbanLeague-StateofBlackOregon.pdf

• The Story of stuff - http://www.storyofstuff.com/

• Sustainable South Bronx - Here is an initiative that is includes people across race and socio-economic spheres. http://ssbx.org/

• Swap n Play - This is a group that seeks to meet the needs of growing families without increasing consumption levels. Beyond sharing resources, they foster community building. http://www.portlandsentinel.com/?q=node/3803

• Teaching Psychology for Sustainability - http://www.teachgreenpsych.com/

45

• The Tragedy of Detroit - http://www.time.com/time/nation/article/0,8599,1925796-1,00.html

• The Unbearable Whiteness of Green - This article is a must read for those concerned about the exclusion of people of color from the environmental movement. It shows how an innovated clean energy proposition was defeated in California because oil companies recognized that people of color were not included in the campaign. http://www.ellabakercenter.org/page.php?pageid=26&contentid=258

• UNDP Fighting Climate Change: Human Solidarity in a Divided World - This 2007/08 report of the United Nations Development Program, focuses on the social and economic injustices of climate change, and offers some policy solutions. http://hdr.undp.org/en/media/HDR_20072008_EN_Complete.pdf

• Video from healthychild.org. Recommended by Amanda Lawrence, Josiah Hill III Clinic. http://awakeupstory.healthychild.org/

• visionPDX and Vision Into Action - This website details the history and products of visionPDX, a major planning project for the city of Portland, and moves into the next phase of implementation, Vision Into Action. http://www.visionpdx.com/

• Women's Voices for the Earth - Green Cleaning and More - Women‘s Voices for the Earth is a national organization that works to eliminate toxic chemicals that impact women‘s health by changing consumer behaviors, corporate practices and government policies. http://www.womensvoices.org/

46