Scenario 1
Consider the following scenario:
Guy Hemmes teaches for the Faculty of Media and Creative Arts, has limited knowledge of sustainability, has not heard of the SDGs and does not feel qualified to teach sustainable concepts. However, the industry that he works in (printing and marketing) uses a lot of paper, chemicals in ink colours, energy/electricity, production and employees work long overtime hours, in addition to purchasing and sourcing products and inks overseas. Img Cite: kay fochtmann / Shutterstock
Scenario 1: Reflection
Pretend you are Guy Hemmes. You are busy, you have not heard of the SDGs and have limited sustainability knowledge but has been asked to teach sustainability concepts.
What should you do?
- Consider and take note the impact each decision at work makes
- Look for a faculty support group and/or look into development opportunities
- Consider work in an “environmentally friendlier” sector
Scenario 1: Reflection - Continued
If you chose B, you are on the right track as Guy Hemmes would need to understand sustainability concepts and gain more confidence through development and support to teach sustainability.
In addition, option A would need to also become a practice of taking note in each daily decision and how it impacts the environment.
Scenario 1: Reflection - Continued
What about SDGs? Which SDGs do you feel Guy Hemmes can refer to in order to begin a conversation and bring awareness? Here is a recap of his sector – printing and marketing:
“Printing and marketing uses a lot of paper, chemicals in ink colours, energy/electricity, production and employees work long overtime hours, in addition to purchasing and sourcing products and inks overseas”.
Scenario 1: Reflection - Continued
Consider the following SDGs in relation to Hemmes’s sector. How might you be able to bring these concepts into a classroom that discusses print media?