Shaping of sustainable citizenship among young people of Kulhudhuffushi, Maldives and Hamilton, New Zealand: context, conditions and experiences

Abstract

Background Engagement of young people is essential for achieving sustainable outcomes both locally and in the global context. Democratic processes appear to be the most facilitative mechanism to hold governments to account with governments becoming more receptive to pro-environmental policies when there is input from citizens to do so. While there is concern about a general lack of participation in traditional forms of political processes, particularly among young people, there are those who are carving a space for themselves as active citizens within a system that is often times contradictory to their lives. In this context, this paper looks at the lived experiences of a small sample of active young people in Kulhudhuffushi island of Maldives and Hamilton, New Zealand to examine the contexts and conditions that lead to and sustain these forms of sustainable citizenship. Results In-depth interviews conducted with young people in both locations found similarities within both groups in terms of motivating factors, knowledge and support networks, lifestyle practices, and conceptualisations of citizenship. Early exposure to natural environments, role models and participation in actions and networks helped to create active citizenship, while lack of conducive spaces and cultural attitudes impeded activism. Conclusion The results show that providing opportunities for early interactions with nature, and participation in actions and activist networks is vital for fostering and sustaining active citizenship. Additionally local and national groups and institutions need to facilitate spaces conducive for organising and alternative narratives, as well as promoting a counter culture to the current carbon heavy system. The findings contribute to literature on listening to youth voices in environmental and climate activism.

Creative Economy Learning Management to Promote Sustainable Citizenship for Secondary School Students in the Upper Northern Special Economic Development Zones, Thailand

“…From reviewing the concept of learning for changes which is education for profound changes to enable students to become aware of their own inner world consisting of thoughts, feelings, beliefs, attitudes, views of the world, and life, including behaviors in daily life at each moment, this awareness will enable students to progress towards developing themselves into complete people and continue to create good interactions with the conditions of life and the surrounding environment in a mutually supportive manner. The goal of learning for changes is changing the framework of beliefs, perception hypothesis, thought, intention, expectations which influence how we perceive and give meaning to experiences until it leads to sustainable citizenship that aims to participate in the situation of society and expands the scope of awareness of sustainable citizenship in 3 dimensions, namely 1) expanding the scope of time awareness by concerning about equality and equality in various dimensions in the past, present and future impacts 2) expanding the scope of area-based awareness by having responsibility on a global level, not just in one's own country; and 3) expanding the scope of ethical awareness by focusing on responsibilities for nature, society, the environment, humanity and all living things (Mezirow, 2003;Thana Nilchaikowit, et al, 2009;Jaufar, 2021). This is an educational concept that focuses on creating a learning process that creates changes from the thinking structure and consciousness of students and is translated into behavior that aims to thoroughly seek knowledge around us with various perspectives such as the economy in the community, local culture, beliefs, traditions, etc., which are all general knowledge surrounding students and can be raised as issues for learning.…”

Educating for participatory active citizenship: an example from the ecological activist field

“…To understand the factors and conditions underlying sustainable behaviors, there is a need "to look at the experiences and actions of such young people" as to understand the conduction toward sustainable lives (Jaufar, 2021). This will give us access to divisions over citizenship that are present in the ecological matters: from liberal perspectivesfocused on civil rights and duties (Bell, 2005)-to critical and participatory perspectivesreflecting concrete and structural challenges to the dominant system (Dobson, 2003).…”