begin to evaluate proposed solutions. Issue analysis skills assist people in untangling the complexity of issues so they can see the roots, consequences, and paths forward. It helps people perceive the values that underlie the opinions of oth- ers who support opposing solutions. As such, issue analysis can contribute to informed decision-making processes.
Community and personal decision-
making In a changing world, the ability of individuals, organizations, and communities to select the best course of action amongst many options will be critical. For example, where small- scale farming is the major occupation, changing temperature and rainfall patterns will threaten the food security and source of income for farm families. To choose new crops to grow, they will have to be able to look at many different factors, including nutritional values, soil characteristics, and local markets, etc. Such decision-making is complex. Decisions—both good and bad—will affect the well-being of many people. Issue analysis and community decision-making are
distinctive skill sets. Issue analysis can be the foundational inquiry that helps communities learn about their problem from multiple perspectives and identify options for change. A community decision-making process then uses this infor- mation to create an action plan to address those problems.
Political processes
Community decision-making, while a powerful tool for change, has its limitations. For example, in urban areas, if citizens desire changes that involve construction or altera- tion of major infrastructure (e.g., public transportation and recycling centers), community decision-making alone will not result in those changes being made. Political processes are also involved. In order to change major systems, the
public will have to understand the strengths and limitations of the political systems—local, national and international. Although many students take courses in government and
civics, they may still lack the understanding of the political process (e.g., executive orders, legislation, annual budget- ary approvals) and grassroots action (e.g., petitions and town meetings) necessary to move solutions forward. All too often those who understand the mechanics of government only from textbooks and classrooms do not have the opportunity to participate in such efforts, so they have no experience or skill interacting with the public within this context.
Social justice
The world is far from being equitable. The gap between the haves and the have-nots is growing, aggravated by the recent global recession as well as climate change. Students arrive at school knowing that things are not right in the world. Many want to know why and would like to do something about it. Issue analysis helps students to understand why, but it takes more than conceptual awareness to undertake effective action. Political action is one means but other avenues for social change exist. Studying social justice helps pupils put a framework
around their feelings of inequity and gives them peaceable paths for action. As with other forms of educating for change, social justice is more than just awareness and knowledge. It also includes analyzing values and providing opportunities to participate, especially through volunteerism.
Inter-cultural sensitivity and
competence If the predictions of planetary change come true, we can expect nearly 150 million environmental refugees over the next 40 years (Conisbee & Simms, 2003). They will be leaving submerged coastlines and regions facing sustained
Issue Analysis
Name of issue: ___________________________________________________________________________________________ Definition or description of issue: ___________________________________________________________________________
1. What are the main historical and current causes (i.e., physical/biotic, social/cultural, or economic) of the issue? 2. What is the geographic scale, the spatial distribution, and the longevity of the issue? 3. What are the major risks and consequences to the natural environment? 4. What are the major risks and the consequences to human systems? 5. What are the economic implications? 6. What are the major solutions currently being implemented or proposed? 7. What are the obstacles to these solutions? 8. What major social values (e.g., economic, ecological, political, aesthetic) are involved in or infringed on by these solutions? 9. What group(s) of people would be adversely impacted by and bear the cost of these solutions? 10. What is the political status of the problem and solutions? 11. What is a change you can make or have made in your daily life to lessen the issue? 12. Beyond changes in your daily life, what is the next step you could take to address the issue? 13. How is this environmental issue related to other issues?
McKeown-Ice, R., & Dendinger, R. (2008). A Framework for Teaching, Learning, and Assessing Environmental Issues. Journal of Geography, 107, 161 – 166.
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