1 00:00:01,440 --> 00:00:03,960 Speaker 1: The students had all walked out of class to protest 2 00:00:04,000 --> 00:00:06,640 Speaker 1: climate change. So this is part of a global climate 3 00:00:06,680 --> 00:00:09,440 Speaker 1: strike with over a thousand marches happening in one hundred 4 00:00:09,440 --> 00:00:12,159 Speaker 1: countries all around the world, and Portland students are right 5 00:00:12,160 --> 00:00:15,000 Speaker 1: there in the thick of it, stain here. 6 00:00:14,800 --> 00:00:19,319 Speaker 2: Today to show our one leaders, we're real live. 7 00:00:21,360 --> 00:00:24,639 Speaker 3: This is a school walkout that kids in Portland, Oregon 8 00:00:24,880 --> 00:00:28,040 Speaker 3: organized back in twenty nineteen. And you might remember that 9 00:00:28,120 --> 00:00:30,720 Speaker 3: around that time a lot of students were holding these 10 00:00:30,840 --> 00:00:34,360 Speaker 3: kinds of protests. It was a year after Greta Tunberg 11 00:00:34,479 --> 00:00:37,800 Speaker 3: held her first school strike for the climate, and millions 12 00:00:37,840 --> 00:00:40,720 Speaker 3: were showing up for these similar strikes around the world 13 00:00:40,880 --> 00:00:43,880 Speaker 3: to basically demand that governments give us some real action 14 00:00:44,040 --> 00:00:47,600 Speaker 3: on climate change. But the Portland march was a little different. 15 00:00:47,840 --> 00:00:51,360 Speaker 3: It wasn't solely focused on getting local and federal governments 16 00:00:51,440 --> 00:00:55,560 Speaker 3: to enact policies to reduce greenhouse gas emissions. It was 17 00:00:55,640 --> 00:00:58,840 Speaker 3: also about this fight with the school board happening right 18 00:00:58,880 --> 00:00:59,800 Speaker 3: there in Portland. 19 00:01:00,200 --> 00:01:03,320 Speaker 2: In the past four episodes of this series, we've gotten 20 00:01:03,320 --> 00:01:08,080 Speaker 2: into the fossil fuel industry's insidious infiltration of school curricula. 21 00:01:08,400 --> 00:01:11,760 Speaker 2: It's something they've been doing for the past century. We've 22 00:01:11,800 --> 00:01:14,760 Speaker 2: shown how these companies pushed this false idea that we 23 00:01:14,840 --> 00:01:18,000 Speaker 2: could never live without them, that free markets are what 24 00:01:18,120 --> 00:01:20,880 Speaker 2: make us free. The nature is there for humans to 25 00:01:21,040 --> 00:01:24,640 Speaker 2: extract from. It's been pretty dark, but today we're going 26 00:01:24,680 --> 00:01:26,840 Speaker 2: to talk about people who are trying to fix the 27 00:01:26,959 --> 00:01:30,119 Speaker 2: education system and get that influence out. 28 00:01:30,640 --> 00:01:34,319 Speaker 3: That's right, the fossil fuel industry has pretty clearly tried 29 00:01:34,440 --> 00:01:37,399 Speaker 3: to limit how we all think about climate solutions at all. 30 00:01:37,760 --> 00:01:39,800 Speaker 3: But today we'll hear from people who are at the 31 00:01:39,920 --> 00:01:43,319 Speaker 3: very least trying to solve the problem of disinformation and education. 32 00:01:44,160 --> 00:01:46,600 Speaker 3: Welcome to a special bonus episode of the ABC's of 33 00:01:46,640 --> 00:01:50,040 Speaker 3: Big Oil, From Earth and Drilled. I'm Darna Nor. 34 00:01:50,040 --> 00:01:53,680 Speaker 2: And I'm Amy Westervelt. We'll start in Portland, Oregon, where 35 00:01:53,680 --> 00:01:56,360 Speaker 2: we just heard kids walking out of school to demand 36 00:01:56,520 --> 00:02:08,480 Speaker 2: better climate education. Stay with us. This episode is supported 37 00:02:08,520 --> 00:02:13,320 Speaker 2: by Degrees Real Talk about Planet Saving Careers, an original 38 00:02:13,360 --> 00:02:17,440 Speaker 2: podcast from the Environmental Defense Fund. People ask me all 39 00:02:17,720 --> 00:02:21,680 Speaker 2: the time what they can do about climate change, and 40 00:02:21,720 --> 00:02:24,800 Speaker 2: I feel a little bit like a climate change guidance 41 00:02:24,880 --> 00:02:29,680 Speaker 2: counselor sometimes the short answer is what do you get at? 42 00:02:29,840 --> 00:02:32,240 Speaker 2: What are you interested in? Where can you plug in. 43 00:02:32,880 --> 00:02:36,000 Speaker 2: What I like about Degrees is that it helps people 44 00:02:36,080 --> 00:02:39,000 Speaker 2: figure out how they could maybe use their job to 45 00:02:39,040 --> 00:02:43,160 Speaker 2: make an impact. Degrees features candid conversations and takeaways from 46 00:02:43,160 --> 00:02:48,480 Speaker 2: today's most inspiring climate change makers. Each episode tells a 47 00:02:48,480 --> 00:02:51,760 Speaker 2: story of how one inspiring change maker found their climate 48 00:02:51,840 --> 00:02:55,840 Speaker 2: career and how you can too. There's a new season 49 00:02:56,160 --> 00:02:59,480 Speaker 2: out now, season three, and it's all about how, no 50 00:02:59,600 --> 00:03:03,600 Speaker 2: matter industry, you can find a planet saving job. I 51 00:03:03,960 --> 00:03:07,919 Speaker 2: got a sneak preview of season three of Degrees, and 52 00:03:08,000 --> 00:03:12,360 Speaker 2: I loved it, especially the episode about Lake Street Drive, 53 00:03:12,520 --> 00:03:16,000 Speaker 2: which is a green band, which is actually a lot 54 00:03:16,040 --> 00:03:18,960 Speaker 2: harder to pull off than you might think, just in 55 00:03:19,080 --> 00:03:22,200 Speaker 2: terms of all of the disposable things that come along 56 00:03:22,240 --> 00:03:26,440 Speaker 2: with touring and concerts and music venues, trying to convince 57 00:03:26,639 --> 00:03:30,200 Speaker 2: venues to reduce their waste, all of that stuff travel, 58 00:03:30,320 --> 00:03:32,200 Speaker 2: How do you figure that out? It was really good, 59 00:03:32,440 --> 00:03:34,800 Speaker 2: and there's lots more where that came from too. These 60 00:03:34,880 --> 00:03:38,200 Speaker 2: narrative stories will capture your attention and inspire you while 61 00:03:38,200 --> 00:03:41,160 Speaker 2: giving you practical tips on how to get a climate 62 00:03:41,240 --> 00:03:45,440 Speaker 2: focused career. Search for Degrees real talk about planet saving 63 00:03:45,520 --> 00:03:48,840 Speaker 2: careers anywhere you listen to podcasts will include a link 64 00:03:48,880 --> 00:03:51,960 Speaker 2: in the show notes too Big thanks to Degrees for 65 00:03:52,080 --> 00:04:00,440 Speaker 2: their support. 66 00:04:03,400 --> 00:04:06,440 Speaker 1: Portland Public Schools sent out an email saying that while 67 00:04:06,480 --> 00:04:09,920 Speaker 1: they support kids rallying and demonstrating and lobbying and protesting, 68 00:04:10,160 --> 00:04:13,040 Speaker 1: they think that it shouldn't happen during school time. The students, 69 00:04:13,080 --> 00:04:15,160 Speaker 1: on the other hand, say that it's more visible if 70 00:04:15,160 --> 00:04:17,840 Speaker 1: they strike during school and by doing that, they're showing 71 00:04:17,880 --> 00:04:23,719 Speaker 1: that this is something that matters to them right now. 72 00:04:25,920 --> 00:04:28,840 Speaker 3: So the story kind of starts in twenty fifteen when 73 00:04:28,920 --> 00:04:31,960 Speaker 3: a group of student activists in Portland approach the local 74 00:04:32,000 --> 00:04:35,760 Speaker 3: school board basically hoping that the officials would agree to 75 00:04:35,800 --> 00:04:39,720 Speaker 3: bring in environmental justice curricula for every school in the district. 76 00:04:40,279 --> 00:04:43,919 Speaker 3: That's right, environmental justice, not just climate science, and the 77 00:04:43,960 --> 00:04:46,440 Speaker 3: board actually passed the resolution in twenty sixteen. 78 00:04:46,800 --> 00:04:50,240 Speaker 4: I think the primary place where students have gotten environmental 79 00:04:50,360 --> 00:04:54,040 Speaker 4: education in K twelve has been through sciences. And you know, 80 00:04:54,200 --> 00:04:57,920 Speaker 4: as a social studies teacher, while I certainly want students 81 00:04:57,920 --> 00:05:02,840 Speaker 4: to come to me with a solid understanding of the 82 00:05:02,880 --> 00:05:06,640 Speaker 4: sort of scientific foundations of the environmental crisis, I think 83 00:05:06,640 --> 00:05:08,960 Speaker 4: that if we stop in science classes, I think we 84 00:05:09,080 --> 00:05:13,240 Speaker 4: really risk overwhelming students with a lot of facts about 85 00:05:13,240 --> 00:05:18,479 Speaker 4: how terrible the crisis is without maybe always studying the 86 00:05:18,640 --> 00:05:22,400 Speaker 4: social movements and groups and people and communities working on solutions. 87 00:05:22,480 --> 00:05:26,600 Speaker 3: So that's Tim Swineheart. He currently teaches environmental justice at 88 00:05:26,640 --> 00:05:29,880 Speaker 3: Lincoln High School in Portland, and he worked with a 89 00:05:29,880 --> 00:05:32,120 Speaker 3: lot of those kids to get the resolution passed. Some 90 00:05:32,160 --> 00:05:35,400 Speaker 3: of them were actually his students. But he said that 91 00:05:35,520 --> 00:05:39,200 Speaker 3: even though the board passed the measure unanimously, since then, 92 00:05:39,480 --> 00:05:42,760 Speaker 3: not much has actually changed, and that's why they held 93 00:05:42,760 --> 00:05:44,240 Speaker 3: that big walkout in twenty nineteen. 94 00:05:44,440 --> 00:05:46,880 Speaker 2: We've talked a lot in this series about the oil 95 00:05:46,920 --> 00:05:50,840 Speaker 2: industry's efforts to infiltrate education, but the industry has had 96 00:05:50,920 --> 00:05:54,680 Speaker 2: ample help. The federal government has made funds available to them, 97 00:05:54,800 --> 00:05:58,240 Speaker 2: for one and schools have adopted their materials for decades. 98 00:05:58,480 --> 00:06:01,360 Speaker 2: But Darta, it sounds like these activists had a much 99 00:06:01,400 --> 00:06:05,599 Speaker 2: harder time getting into just one school district than fossil 100 00:06:05,640 --> 00:06:09,200 Speaker 2: fuel companies have ever had getting into all the schools. 101 00:06:09,560 --> 00:06:12,000 Speaker 3: Yeah, that's it's really true, and it's a really good point, 102 00:06:12,120 --> 00:06:14,960 Speaker 3: and it's sad. These kids got like thousands of students 103 00:06:15,040 --> 00:06:17,960 Speaker 3: to walk out of class that day, so many that 104 00:06:18,080 --> 00:06:20,400 Speaker 3: a lot of the schools actually counted it as an 105 00:06:20,440 --> 00:06:24,200 Speaker 3: excused absence, and they held sit ins at city Hall 106 00:06:24,480 --> 00:06:27,479 Speaker 3: and they worked with educators and parents to collect thousands 107 00:06:27,520 --> 00:06:30,760 Speaker 3: of signatures and support of this measure. And it's not 108 00:06:30,800 --> 00:06:33,160 Speaker 3: like the school board hasn't done anything right. They did 109 00:06:33,200 --> 00:06:36,240 Speaker 3: this review of all textbooks used in schools and they 110 00:06:36,320 --> 00:06:39,120 Speaker 3: voted to eliminate anything that promotes climate doubt. 111 00:06:39,240 --> 00:06:42,960 Speaker 4: We did a review of many of the adopted curricula 112 00:06:43,000 --> 00:06:46,240 Speaker 4: and science and social studies and found wishy washi language. 113 00:06:46,320 --> 00:06:51,320 Speaker 4: You know, the climate change might be caused by right, 114 00:06:51,440 --> 00:06:54,920 Speaker 4: not all scientists agree with the theory of the greenhouse effect, 115 00:06:54,960 --> 00:06:57,480 Speaker 4: things like this, So part of it was calling out 116 00:06:57,600 --> 00:07:02,359 Speaker 4: what was determined to be climate denial language in some 117 00:07:02,440 --> 00:07:03,320 Speaker 4: of those textbooks. 118 00:07:03,400 --> 00:07:05,440 Speaker 3: And the school board has done other stuff too. It 119 00:07:05,520 --> 00:07:08,640 Speaker 3: created an advisory committee for the school district with student 120 00:07:08,640 --> 00:07:11,080 Speaker 3: and teacher activists on it. Back in twenty twenty, they 121 00:07:11,160 --> 00:07:14,960 Speaker 3: hired this manager to oversee climate justice programming, and all 122 00:07:14,960 --> 00:07:17,440 Speaker 3: of that is really good, and they even started to 123 00:07:17,480 --> 00:07:20,400 Speaker 3: work to secure some funding to support the new climate 124 00:07:20,520 --> 00:07:25,520 Speaker 3: justice programming, but that actually ushered in some problems because, 125 00:07:25,760 --> 00:07:30,880 Speaker 3: to the organizer's surprise, Portland General Electric, the area's largest 126 00:07:30,960 --> 00:07:35,720 Speaker 3: utility company had actually contributed a quarter million dollars over 127 00:07:35,840 --> 00:07:39,640 Speaker 3: three years to support the development of climate education programming. 128 00:07:40,240 --> 00:07:44,200 Speaker 3: Not for nothing, either, administrators agreed to let the utility 129 00:07:44,560 --> 00:07:48,760 Speaker 3: help create the classroom materials. In a letter to their supporters, 130 00:07:48,920 --> 00:07:52,679 Speaker 3: the committee said that they learned of this partnership through 131 00:07:52,760 --> 00:07:56,480 Speaker 3: TV news reports, as in the school board didn't even 132 00:07:56,600 --> 00:07:59,680 Speaker 3: consult them beforehand before taking this funding. 133 00:08:00,040 --> 00:08:04,880 Speaker 4: And you know, PGE is a publicly traded for profit corporation. 134 00:08:05,440 --> 00:08:07,400 Speaker 4: But I think community like Portland does a good job 135 00:08:07,440 --> 00:08:11,040 Speaker 4: of greenwashing itself, you know, but also has a history 136 00:08:11,080 --> 00:08:14,480 Speaker 4: of having to really be pushed to get off of 137 00:08:14,560 --> 00:08:18,400 Speaker 4: fossil fuels, to move away from coal burning power plants. 138 00:08:18,520 --> 00:08:20,640 Speaker 4: I think of how even you know, even here, like 139 00:08:20,720 --> 00:08:24,360 Speaker 4: when we have one of the strongest climate justice education 140 00:08:24,480 --> 00:08:26,920 Speaker 4: policies in the country, there is a lot of movement, 141 00:08:27,160 --> 00:08:30,520 Speaker 4: you know, in a positive direction, and still we see 142 00:08:30,560 --> 00:08:34,439 Speaker 4: the ways in which corporations can sort of co opt 143 00:08:34,559 --> 00:08:38,360 Speaker 4: that process, you know, to potentially kind of make themselves 144 00:08:38,400 --> 00:08:41,040 Speaker 4: look better. Seemed like a pretty blatant conflict of interest 145 00:08:41,280 --> 00:08:46,840 Speaker 4: again for a publicly traded for profit corporation that had 146 00:08:46,960 --> 00:08:50,199 Speaker 4: been climate reticent in the past and had had been 147 00:08:50,240 --> 00:08:53,640 Speaker 4: called out many times by community activists for their lack 148 00:08:54,080 --> 00:08:57,240 Speaker 4: of vision when it came to climate policies and climate action. 149 00:08:57,720 --> 00:09:01,199 Speaker 3: The organizers who fought so hard for this resolution are 150 00:09:01,280 --> 00:09:04,880 Speaker 3: nervous that the PG and E funding could compromise really 151 00:09:04,920 --> 00:09:08,280 Speaker 3: important pieces of the measure, Like there's this part of 152 00:09:08,320 --> 00:09:11,560 Speaker 3: this measure that says that the curricula that the school 153 00:09:11,559 --> 00:09:15,240 Speaker 3: district brings in won't encourage students to see themselves as 154 00:09:15,280 --> 00:09:19,360 Speaker 3: like impartial to climate justice, but instead to actually get involved. 155 00:09:19,600 --> 00:09:22,319 Speaker 4: One piece of language that I think is so important, 156 00:09:22,440 --> 00:09:26,080 Speaker 4: especially right now, is that students come to see themselves 157 00:09:26,559 --> 00:09:30,240 Speaker 4: as leaders and activists for social and environmental justice. So 158 00:09:30,320 --> 00:09:33,720 Speaker 4: this policy specifically says that the school district will support 159 00:09:34,160 --> 00:09:37,640 Speaker 4: student activism on climate and environmental justice. 160 00:09:37,760 --> 00:09:40,040 Speaker 3: And so far, you know, the school board has sort 161 00:09:40,040 --> 00:09:42,120 Speaker 3: of signaled that it's going to stick to this sort 162 00:09:42,160 --> 00:09:45,520 Speaker 3: of commitment to activism. For instance, you know, they allowed 163 00:09:45,600 --> 00:09:48,080 Speaker 3: kids to get an excused absence for the school strike 164 00:09:48,120 --> 00:09:51,559 Speaker 3: that they held in twenty nineteen. But still, the idea 165 00:09:51,679 --> 00:09:54,000 Speaker 3: of a utility that gets most of its power from 166 00:09:54,160 --> 00:09:57,400 Speaker 3: gas and coal having its fingers in this project could 167 00:09:57,440 --> 00:10:01,160 Speaker 3: obviously be a real problem down the line. Especially because 168 00:10:01,200 --> 00:10:03,760 Speaker 3: the activists are hoping for the school district to do 169 00:10:03,800 --> 00:10:06,040 Speaker 3: a lot more to meet the spirit of the resolution. 170 00:10:06,320 --> 00:10:08,480 Speaker 4: What a lot of people have noticed or talked about 171 00:10:08,520 --> 00:10:10,800 Speaker 4: is that the resolution says that there will be curricular 172 00:10:10,840 --> 00:10:15,319 Speaker 4: opportunities for all PPS students to study climate literacy and 173 00:10:15,360 --> 00:10:18,440 Speaker 4: climate justice. So there have been ways in which that 174 00:10:18,559 --> 00:10:23,280 Speaker 4: curriculum has been created more democratically by small groups of 175 00:10:23,320 --> 00:10:26,720 Speaker 4: teachers that come together as experts to kind of share 176 00:10:26,760 --> 00:10:31,319 Speaker 4: their craft and their practice. If the school district supports 177 00:10:31,400 --> 00:10:34,640 Speaker 4: professional development for teachers, which we have not yet, you know, 178 00:10:34,720 --> 00:10:36,560 Speaker 4: in those areas, and then there are other ways in 179 00:10:36,600 --> 00:10:39,160 Speaker 4: which what we call curriculum is actually sort of a 180 00:10:39,200 --> 00:10:42,920 Speaker 4: series of spreadsheets and links and documents that you know, 181 00:10:43,000 --> 00:10:45,839 Speaker 4: are stored on district servers, and you know, as long 182 00:10:45,840 --> 00:10:48,920 Speaker 4: as there's sort of a digital representation of a lesson 183 00:10:48,960 --> 00:10:50,680 Speaker 4: plan that may have been written by a teacher or 184 00:10:50,679 --> 00:10:53,160 Speaker 4: may have been written by a district administrator, you know, 185 00:10:53,200 --> 00:10:55,280 Speaker 4: and that it's linked to state standards, then we're able 186 00:10:55,320 --> 00:10:57,600 Speaker 4: to say, oh, yeah, we have a climate justice curriculum, 187 00:10:57,800 --> 00:10:59,080 Speaker 4: you know. And I think we have a mix of 188 00:10:59,120 --> 00:11:02,200 Speaker 4: both right now on Portland, and maybe given the age 189 00:11:02,240 --> 00:11:03,960 Speaker 4: that we live in and everything else that's going on. 190 00:11:04,000 --> 00:11:06,240 Speaker 4: Maybe that's the best we can expect, but that's kind 191 00:11:06,280 --> 00:11:09,640 Speaker 4: of a whole other can of worms that has been frustrating. 192 00:11:10,600 --> 00:11:13,720 Speaker 3: Swineheart and his comrades in this fight for climate justice. 193 00:11:13,800 --> 00:11:17,040 Speaker 3: Education aren't giving up the fight. They're still pushing the 194 00:11:17,040 --> 00:11:21,160 Speaker 3: school board to discontinue its relationship with PGE. But they 195 00:11:21,200 --> 00:11:25,400 Speaker 3: know that even bigger changes are needed, like transformative changes 196 00:11:25,600 --> 00:11:27,360 Speaker 3: for the whole education system. 197 00:11:27,600 --> 00:11:32,360 Speaker 4: We need new curriculum because this moment calls in some 198 00:11:32,400 --> 00:11:37,440 Speaker 4: ways for the entire educational project to be rethought. You know, 199 00:11:37,480 --> 00:11:40,679 Speaker 4: we're facing a planetary emergency, and I think that the 200 00:11:41,559 --> 00:11:45,080 Speaker 4: status quo of education is just not going to cut 201 00:11:45,080 --> 00:11:45,840 Speaker 4: it at this point. 202 00:11:45,920 --> 00:11:50,040 Speaker 3: And this entirely new way of looking at education isn't 203 00:11:50,080 --> 00:11:53,760 Speaker 3: just theoretical for Swinehart, because he's actually tried to envision 204 00:11:53,880 --> 00:11:56,440 Speaker 3: what it would look like with this project that he 205 00:11:56,520 --> 00:11:58,959 Speaker 3: worked on and called the People's Curriculum for the Earth. 206 00:11:59,720 --> 00:12:02,679 Speaker 3: Co edited it with Bill Bigelow, who's this former social 207 00:12:02,720 --> 00:12:05,960 Speaker 3: studies teacher, and they released it through Rethinking Schools and 208 00:12:05,960 --> 00:12:09,720 Speaker 3: that's education project inspired by Howard Zinn back in twenty fourteen. 209 00:12:10,200 --> 00:12:12,800 Speaker 3: Now they're working on another edition, and it's basically this 210 00:12:13,000 --> 00:12:15,960 Speaker 3: just gorgeous book of articles and role playing games and 211 00:12:16,080 --> 00:12:20,360 Speaker 3: stories and poems and graphics, all designed to help teachers 212 00:12:20,520 --> 00:12:22,920 Speaker 3: educate their students about climate change. 213 00:12:22,960 --> 00:12:27,520 Speaker 4: We're specifically teaching against fossil fuels. We're not teaching about 214 00:12:27,559 --> 00:12:31,560 Speaker 4: fossil fuels. We're teaching against fossil fuels. That's because life 215 00:12:31,720 --> 00:12:36,120 Speaker 4: on Earth depends on us moving off of fossil fuels. 216 00:12:36,120 --> 00:12:38,959 Speaker 4: And that's not a political opinion of mind, that's a 217 00:12:39,080 --> 00:12:40,160 Speaker 4: scientific fact. 218 00:12:40,240 --> 00:12:40,520 Speaker 2: Right. 219 00:12:41,160 --> 00:12:44,520 Speaker 4: So the way in which we have developed this curriculum 220 00:12:44,640 --> 00:12:48,839 Speaker 4: have been to engage students with ways in which they 221 00:12:48,880 --> 00:12:54,400 Speaker 4: can see the struggles in various communities, i mean social movements, 222 00:12:54,400 --> 00:12:56,320 Speaker 4: so that necessarily are going to be part of the 223 00:12:56,360 --> 00:13:00,480 Speaker 4: fight to move our society away from fossil fuels. 224 00:13:00,679 --> 00:13:04,200 Speaker 3: So, whereas the fossil fuel industry has sort of, you know, 225 00:13:04,240 --> 00:13:07,800 Speaker 3: promoted this idea with schools that freedom comes from capitalism, 226 00:13:08,200 --> 00:13:12,160 Speaker 3: that nature is this resource to be extracted, this curricula 227 00:13:12,440 --> 00:13:15,120 Speaker 3: that Tim worked on is full of ways to teach 228 00:13:15,240 --> 00:13:19,560 Speaker 3: kids about the importance of actually protecting the commons. And 229 00:13:19,800 --> 00:13:22,480 Speaker 3: you know, while oil and gas companies have pushed this 230 00:13:22,559 --> 00:13:25,280 Speaker 3: idea that individuals are all part of the problem, and 231 00:13:25,320 --> 00:13:27,800 Speaker 3: we all need to do our part to solve climate change. 232 00:13:28,320 --> 00:13:31,880 Speaker 3: This curricula actually names polluting companies as the real enemies. 233 00:13:32,160 --> 00:13:35,160 Speaker 3: There's even a piece in it called forget shorter showers. 234 00:13:35,320 --> 00:13:38,360 Speaker 4: Fossil Fuel companies want us to believe that we can't 235 00:13:38,440 --> 00:13:41,400 Speaker 4: live without them, right, And you know, so I think 236 00:13:41,400 --> 00:13:45,040 Speaker 4: we have to recognize as communities, as educators, that it's 237 00:13:45,080 --> 00:13:47,800 Speaker 4: going to take a fight to loosen their stranglehold on 238 00:13:47,880 --> 00:13:51,640 Speaker 4: our democracy, our collective consciousness, and our communities. And I 239 00:13:51,679 --> 00:13:55,480 Speaker 4: think that part of that work has to begin in school. 240 00:13:55,600 --> 00:13:59,240 Speaker 3: But you know, my favorite part of this whole curricula 241 00:13:59,400 --> 00:14:02,800 Speaker 3: is actually some that Bill Tim's co editor came up with. 242 00:14:03,360 --> 00:14:06,679 Speaker 3: It's a response to the chocolate chip cookie experiment that 243 00:14:06,800 --> 00:14:09,160 Speaker 3: Kurt Davies told us about in the second episode of 244 00:14:09,160 --> 00:14:09,880 Speaker 3: this podcast. 245 00:14:10,160 --> 00:14:11,040 Speaker 2: You remember, my. 246 00:14:11,080 --> 00:14:15,240 Speaker 5: Daughter came home from school in probably third or fourth grade. 247 00:14:15,559 --> 00:14:19,000 Speaker 6: And she said, we did this really cool lesson today 248 00:14:19,080 --> 00:14:22,560 Speaker 6: where the teacher gave us a chocolate chip cookie and 249 00:14:22,600 --> 00:14:24,960 Speaker 6: a toothpick and we had to. 250 00:14:24,920 --> 00:14:29,000 Speaker 4: Carefully extract the chocolate chips without breaking the cookie. 251 00:14:29,720 --> 00:14:34,600 Speaker 5: And the lesson was you can do mining safely. And 252 00:14:35,200 --> 00:14:37,160 Speaker 5: I flipped out I was like, oh my god, you're 253 00:14:37,160 --> 00:14:38,880 Speaker 5: getting mining propaganda. 254 00:14:39,080 --> 00:14:42,840 Speaker 3: Well, the People's Curricula has a version of the chocolate 255 00:14:42,880 --> 00:14:46,080 Speaker 3: chip cookie experiment in it too, but it's a pretty 256 00:14:46,120 --> 00:14:47,120 Speaker 3: different version. 257 00:14:47,480 --> 00:14:51,720 Speaker 4: My co editor, Bill Bigelow ran across that activity and 258 00:14:52,120 --> 00:14:56,400 Speaker 4: designed this just brilliant simulation. He took that activity and 259 00:14:56,440 --> 00:14:59,520 Speaker 4: he ran students through it in the way that the 260 00:15:00,000 --> 00:15:03,760 Speaker 4: you know, American Coal Foundation sort of suggests that you would. 261 00:15:03,920 --> 00:15:06,240 Speaker 4: But he asked them to do it really with two minds. 262 00:15:06,280 --> 00:15:08,080 Speaker 4: You know, one was to just kind of participate in 263 00:15:08,120 --> 00:15:10,040 Speaker 4: the activity. The other one was to think about, well, 264 00:15:10,560 --> 00:15:14,880 Speaker 4: what is this activity teaching students and what's missing? Right, 265 00:15:15,440 --> 00:15:20,080 Speaker 4: it becomes this incredible opportunity for students to say, well, gosh, 266 00:15:20,240 --> 00:15:23,960 Speaker 4: I can't put this cookie back together. You know, what 267 00:15:24,480 --> 00:15:27,160 Speaker 4: is this idea of reclamation, Like what is that supposed 268 00:15:27,160 --> 00:15:29,040 Speaker 4: to I have a bunch of crumbles here. I can't 269 00:15:29,080 --> 00:15:30,920 Speaker 4: just put it back together. You know, if this is 270 00:15:30,920 --> 00:15:34,040 Speaker 4: the earth, what are the implications for what this means 271 00:15:34,080 --> 00:15:37,920 Speaker 4: when mining companies talk about quote reclamation. I think there's 272 00:15:37,920 --> 00:15:40,080 Speaker 4: a way in which, you know, we can use some 273 00:15:40,240 --> 00:15:44,160 Speaker 4: of this industry propaganda actually critically in our classrooms. Right 274 00:15:44,200 --> 00:15:48,000 Speaker 4: to have students examine the ways that they've been used 275 00:15:48,000 --> 00:15:50,440 Speaker 4: in the past, the way they're still deployed today, you know, 276 00:15:50,560 --> 00:15:53,360 Speaker 4: basically as sort of what's not even greenwashing because they're 277 00:15:53,360 --> 00:15:54,440 Speaker 4: not pretending to be green. 278 00:15:56,960 --> 00:16:00,760 Speaker 2: I love that they re envision this chocolate chip cookie experiment, 279 00:16:00,880 --> 00:16:04,720 Speaker 2: and I also love that that they're trying to sort of, 280 00:16:05,160 --> 00:16:08,120 Speaker 2: you know, create something that can be used beyond Portland. 281 00:16:08,920 --> 00:16:11,560 Speaker 2: I was really shocked to read that they found out 282 00:16:11,640 --> 00:16:14,440 Speaker 2: in the process of this that sort of like we won, 283 00:16:14,720 --> 00:16:17,240 Speaker 2: but also the utility is going to fund this whole thing. 284 00:16:17,840 --> 00:16:20,160 Speaker 2: It's just like it shows you how hard it is 285 00:16:20,240 --> 00:16:23,119 Speaker 2: to actually get these companies out. 286 00:16:23,240 --> 00:16:25,760 Speaker 3: Right one hundred percent. And it's not surprising, right, We've 287 00:16:25,800 --> 00:16:28,960 Speaker 3: talked so much in this series about how oil and 288 00:16:28,960 --> 00:16:31,480 Speaker 3: gas interests will make it seem like they're doing something 289 00:16:31,520 --> 00:16:35,040 Speaker 3: altruistic by providing funding. And obviously it's not like there's 290 00:16:35,080 --> 00:16:37,920 Speaker 3: a whole lot of public funding going around for education 291 00:16:38,040 --> 00:16:41,600 Speaker 3: right now, particularly not for climate justice education. 292 00:16:41,960 --> 00:16:45,240 Speaker 2: Yeah, exactly, the problem isn't that they give funding to 293 00:16:45,280 --> 00:16:48,160 Speaker 2: this stuff. The problem is that it never comes without 294 00:16:48,200 --> 00:16:49,760 Speaker 2: strings attached. 295 00:16:49,600 --> 00:16:51,760 Speaker 3: Right, But why would they fund it if it weren't 296 00:16:51,760 --> 00:16:55,120 Speaker 3: for the strings attached? There wasn't something in it for them. 297 00:16:55,360 --> 00:16:59,000 Speaker 2: Honestly, I feel like one of the most insidious ideas 298 00:16:59,080 --> 00:17:02,200 Speaker 2: that that sort of fossil fueld pr has pushed is 299 00:17:02,400 --> 00:17:06,080 Speaker 2: the idea that corporations are people. I mean, way, way, 300 00:17:06,080 --> 00:17:09,040 Speaker 2: way way Before the Citizens United case made that like 301 00:17:09,119 --> 00:17:14,840 Speaker 2: a legal reality in the US, the fossil fuel companies 302 00:17:15,000 --> 00:17:18,200 Speaker 2: were coming up with ways to get people to think 303 00:17:18,320 --> 00:17:22,560 Speaker 2: of companies as people. And you just find that, I 304 00:17:22,560 --> 00:17:25,960 Speaker 2: don't know, invading people's thinking on these things all the time, 305 00:17:26,000 --> 00:17:27,960 Speaker 2: where it's like, but shouldn't we give them a chance? 306 00:17:27,960 --> 00:17:31,680 Speaker 2: And I'm like, it's not a person, it's a corporate entity. 307 00:17:31,560 --> 00:17:34,800 Speaker 2: They don't have like you're not gonna hurt their feelings, 308 00:17:35,119 --> 00:17:37,360 Speaker 2: and of course they're acting in their own interests. 309 00:17:37,440 --> 00:17:40,199 Speaker 3: The point of a private company like this is to 310 00:17:40,280 --> 00:17:43,800 Speaker 3: make money for executives for shareholders, Like the purpose of 311 00:17:43,840 --> 00:17:46,040 Speaker 3: having the company is to grow profits, right. 312 00:17:45,920 --> 00:17:49,480 Speaker 2: Which is like how corporate structures work in the US. Like, 313 00:17:49,560 --> 00:17:54,399 Speaker 2: that's sort of like the way the law works around corporations. 314 00:17:54,520 --> 00:17:57,520 Speaker 2: What I don't understand is why anybody expects them to 315 00:17:57,600 --> 00:18:03,399 Speaker 2: behave differently unless required to do so. Anyway. Okay, so 316 00:18:03,440 --> 00:18:05,960 Speaker 2: we've discussed the fact that one reason that fossil fuel 317 00:18:06,040 --> 00:18:10,480 Speaker 2: propaganda ends up in schools is because school teachers are 318 00:18:10,520 --> 00:18:14,399 Speaker 2: often super overworked and underpaid, and then schools in general 319 00:18:14,440 --> 00:18:17,840 Speaker 2: are under resourced, so they've kind of got way too 320 00:18:17,920 --> 00:18:20,840 Speaker 2: much on their plates to worry about. And when they're 321 00:18:20,920 --> 00:18:25,120 Speaker 2: looking for materials or curricula to bring into the classroom 322 00:18:25,200 --> 00:18:29,840 Speaker 2: and someone offers them something that looks credible and slickly produced, 323 00:18:30,400 --> 00:18:32,879 Speaker 2: it makes sense that they don't necessarily take hours and 324 00:18:32,960 --> 00:18:33,800 Speaker 2: hours to vet it. 325 00:18:34,160 --> 00:18:36,680 Speaker 3: I talk to somebody who's working on a project that's 326 00:18:36,680 --> 00:18:40,040 Speaker 3: trying to help teachers to sort of weed out all 327 00:18:40,080 --> 00:18:42,760 Speaker 3: of the bullshit lesson plans out there. I spoke with 328 00:18:42,840 --> 00:18:46,640 Speaker 3: Frank Neopold, and he works on climate education at the 329 00:18:46,760 --> 00:18:49,480 Speaker 3: National Oceanic and Atmospheric Association. 330 00:18:49,960 --> 00:18:54,000 Speaker 5: I fund a project called the Clean Collection, which is 331 00:18:54,040 --> 00:18:56,760 Speaker 5: the Climate Literacy Energy Awareness Network. And what we're doing 332 00:18:56,800 --> 00:19:03,600 Speaker 5: there is the Internet is of educational materials, and you know, 333 00:19:03,680 --> 00:19:07,200 Speaker 5: teachers will always be looking for supplementary materials to whatever 334 00:19:07,560 --> 00:19:11,640 Speaker 5: curriculums they're working with, and whether it's from kindergarten to undergraduate, 335 00:19:11,840 --> 00:19:14,680 Speaker 5: whether it's earthscience or non orth science. You know, it 336 00:19:14,680 --> 00:19:18,399 Speaker 5: could be biology. Could they also be non science disciplines. 337 00:19:18,600 --> 00:19:21,480 Speaker 3: So the Clean Collection has this team of people who 338 00:19:21,880 --> 00:19:27,400 Speaker 3: rigorously review climate and energy education resources to see if 339 00:19:27,400 --> 00:19:31,479 Speaker 3: they're actually aligned with some basic climate literacy standards, and 340 00:19:31,560 --> 00:19:34,919 Speaker 3: then they compile all of them on this database. It's searchable, 341 00:19:35,000 --> 00:19:36,760 Speaker 3: and then if you're a teacher and you're looking for, 342 00:19:36,960 --> 00:19:39,639 Speaker 3: you know, a lesson plan about heat waves or droughts 343 00:19:39,760 --> 00:19:42,760 Speaker 3: or coal or other environmental issues, you can just go 344 00:19:42,840 --> 00:19:45,399 Speaker 3: online and find these pre vetted materials. 345 00:19:45,760 --> 00:19:50,800 Speaker 5: So we've looked at over thirty thousand digital assets and 346 00:19:50,880 --> 00:19:54,119 Speaker 5: we currently have a reviewed collection of something in the 347 00:19:54,280 --> 00:19:59,600 Speaker 5: order of, you know, seven hundred and fifty, so from 348 00:19:59,680 --> 00:20:03,000 Speaker 5: thirty thousand to seven hundred and fifty, and we continuously 349 00:20:03,080 --> 00:20:05,639 Speaker 5: re evaluate the science of materials. Once it's in, it 350 00:20:05,680 --> 00:20:08,200 Speaker 5: doesn't stay in. It has to continue to stay be current. 351 00:20:08,280 --> 00:20:10,680 Speaker 3: And this is a really cool project. But the thing 352 00:20:10,800 --> 00:20:13,439 Speaker 3: is that, you know, while these materials might be up 353 00:20:13,440 --> 00:20:16,960 Speaker 3: to snuff based on scientific standards, some oil and gas 354 00:20:16,960 --> 00:20:20,919 Speaker 3: messaging can crop up in these much subtler ways. So 355 00:20:21,080 --> 00:20:23,760 Speaker 3: for instance, there's this one vetted lesson plan from a 356 00:20:23,760 --> 00:20:26,679 Speaker 3: group we've heard about in the series before called the 357 00:20:26,760 --> 00:20:32,480 Speaker 3: National Energy Education Development Project or the NEED Project. This 358 00:20:32,560 --> 00:20:35,000 Speaker 3: lesson plan is called Energy Flows, and it's about all 359 00:20:35,040 --> 00:20:37,720 Speaker 3: the different forms of electricity, and there's nothing in it 360 00:20:37,760 --> 00:20:40,960 Speaker 3: that would necessarily raise red flags. But that's also the 361 00:20:41,000 --> 00:20:44,200 Speaker 3: problem because there's also nothing in it about the dangerous 362 00:20:44,200 --> 00:20:47,960 Speaker 3: effects of burning fossil fuels. And that's not surprising because 363 00:20:48,119 --> 00:20:52,480 Speaker 3: need is funded by dozens of companies, including almost all 364 00:20:52,600 --> 00:20:56,120 Speaker 3: of the major fossil fuel interest groups. But still there's 365 00:20:56,160 --> 00:20:59,080 Speaker 3: no outright climate denial in this and so that's better 366 00:20:59,160 --> 00:21:01,199 Speaker 3: than what might end up in a teacher's hands. 367 00:21:01,400 --> 00:21:03,440 Speaker 2: I mean, it does seem better than just a free 368 00:21:03,480 --> 00:21:06,200 Speaker 2: for all where teachers are kind of, you know, left 369 00:21:06,320 --> 00:21:11,120 Speaker 2: to sort it out for themselves. But I think that, 370 00:21:11,800 --> 00:21:16,600 Speaker 2: you know, to tackle this kind of super insidious issue. 371 00:21:16,680 --> 00:21:18,760 Speaker 2: One way to do that is to create a bunch 372 00:21:18,760 --> 00:21:22,639 Speaker 2: of groups that vet every single climate related thing that 373 00:21:22,680 --> 00:21:25,720 Speaker 2: gets into schools. But it seems like surely there must 374 00:21:25,800 --> 00:21:28,760 Speaker 2: be some more systemic approaches out there. 375 00:21:28,880 --> 00:21:35,560 Speaker 6: I'm not sure there's a way to really exercise you know, 376 00:21:35,720 --> 00:21:42,040 Speaker 6: fossil fuel influencing classrooms unless we like overhaul capitalism. 377 00:21:42,240 --> 00:21:45,400 Speaker 2: Okay, so this is Katie Worth again. She's the investigative 378 00:21:45,440 --> 00:21:48,880 Speaker 2: journalist we heard from the start of this series. Her 379 00:21:48,920 --> 00:21:53,080 Speaker 2: book Miseducation about the state of climate education in US 380 00:21:53,160 --> 00:21:55,280 Speaker 2: schools comes out next month. 381 00:21:55,480 --> 00:22:00,560 Speaker 6: There's so much public private partnerships and schools. I think 382 00:22:00,920 --> 00:22:03,879 Speaker 6: it would just be a major shift. We would actually 383 00:22:03,920 --> 00:22:08,120 Speaker 6: have to fully fund education to like not take donations 384 00:22:08,160 --> 00:22:12,080 Speaker 6: from Apple, say you know, of computers. I'm not totally 385 00:22:12,119 --> 00:22:15,400 Speaker 6: sure how you would do it through state or federal legislation. 386 00:22:15,920 --> 00:22:20,280 Speaker 6: If say you legislate that schools couldn't use educational materials 387 00:22:20,280 --> 00:22:24,560 Speaker 6: that are from energy interests, like are we cool with 388 00:22:25,359 --> 00:22:28,680 Speaker 6: a private solar company coming in and doing a presentation 389 00:22:28,920 --> 00:22:32,680 Speaker 6: about how solar power works or donating a solar rate 390 00:22:32,720 --> 00:22:36,000 Speaker 6: to the school. So to me, the more likely and 391 00:22:36,119 --> 00:22:41,040 Speaker 6: achievable scenario is that we really advocate for improved climate 392 00:22:41,160 --> 00:22:44,200 Speaker 6: education in every state and in every classroom. 393 00:22:44,800 --> 00:22:47,439 Speaker 2: Can you point it out that that education shouldn't just 394 00:22:47,480 --> 00:22:51,119 Speaker 2: be one lesson in like middle school or high school either. 395 00:22:51,760 --> 00:22:53,600 Speaker 2: In an ideal scenario. 396 00:22:53,440 --> 00:22:57,879 Speaker 6: A good climate education can't just be a single unit 397 00:22:58,000 --> 00:23:01,480 Speaker 6: in middle school science. And then maybe if you take 398 00:23:02,280 --> 00:23:05,560 Speaker 6: you know, high school earth science or environmental science, you'll 399 00:23:05,600 --> 00:23:08,600 Speaker 6: learn a little bit more like you know it should be. 400 00:23:09,200 --> 00:23:14,480 Speaker 6: The issue is relevant to many educational context because it's 401 00:23:14,520 --> 00:23:18,919 Speaker 6: like relevant, like basically in every single industry. Let me 402 00:23:19,080 --> 00:23:22,120 Speaker 6: read to you the classes that climate change shows up 403 00:23:22,440 --> 00:23:26,200 Speaker 6: in the academic standards of the state of Hawaii. Third 404 00:23:26,200 --> 00:23:31,000 Speaker 6: grade social studies, middle school science, high school biology, US 405 00:23:31,160 --> 00:23:35,879 Speaker 6: History and Government, World History and Culture, Pacific Islands Studies, 406 00:23:35,920 --> 00:23:39,720 Speaker 6: Earth Science, environmental science, and at least one math class. 407 00:23:41,040 --> 00:23:43,240 Speaker 6: So you know, there's no kid that's going through the 408 00:23:43,240 --> 00:23:47,560 Speaker 6: school system in Hawaii that's not hearing some stuff about 409 00:23:47,600 --> 00:23:51,040 Speaker 6: climate change and getting at least a little bit climate literate. 410 00:23:51,760 --> 00:23:56,080 Speaker 2: So, in addition to the clean collection vetting climate education resources, 411 00:23:56,600 --> 00:24:00,680 Speaker 2: Katie found some examples in her research of training programs 412 00:24:00,720 --> 00:24:01,480 Speaker 2: for teachers. 413 00:24:01,680 --> 00:24:05,040 Speaker 6: So Washington State is spending millions of dollars a year 414 00:24:05,840 --> 00:24:12,280 Speaker 6: on professional development for teachers that is specific to climate change. 415 00:24:12,440 --> 00:24:15,040 Speaker 6: They started just a few years ago, and in their 416 00:24:15,080 --> 00:24:18,639 Speaker 6: first two years they reached one in five teachers in 417 00:24:18,680 --> 00:24:22,520 Speaker 6: the state. Like that's a big number. So they started 418 00:24:22,560 --> 00:24:25,920 Speaker 6: with science teachers and now they're doing these professional development 419 00:24:26,000 --> 00:24:29,359 Speaker 6: seminars with people and other disciplines. And the truth is 420 00:24:29,400 --> 00:24:33,000 Speaker 6: like a lot of teachers didn't learn much about climate 421 00:24:33,040 --> 00:24:36,520 Speaker 6: change themselves in school, right, It's like not you know, 422 00:24:36,560 --> 00:24:39,159 Speaker 6: one of the classics that we all learn about, like 423 00:24:39,280 --> 00:24:42,400 Speaker 6: how to do long division or something like, a lot 424 00:24:42,400 --> 00:24:45,520 Speaker 6: of teachers haven't learned it themselves, and so there's a 425 00:24:45,520 --> 00:24:47,840 Speaker 6: good reason why they kind of shy away from it 426 00:24:47,960 --> 00:24:50,239 Speaker 6: when it comes up in the curriculum because they're just 427 00:24:50,280 --> 00:24:53,119 Speaker 6: not confident and they have all millions of other million 428 00:24:53,160 --> 00:24:56,240 Speaker 6: other things to do, like giving teachers time off, giving 429 00:24:56,240 --> 00:24:59,919 Speaker 6: them resources, helping educate them so that they can be 430 00:25:00,119 --> 00:25:02,639 Speaker 6: resource for their students, and like give their kids a 431 00:25:02,840 --> 00:25:06,359 Speaker 6: real good education about it is you know, transformational. 432 00:25:06,960 --> 00:25:10,040 Speaker 3: Yeah, that makes a lot of sense. And I actually 433 00:25:10,119 --> 00:25:12,760 Speaker 3: heard from the folks in Portland that they're pushing for 434 00:25:13,119 --> 00:25:17,240 Speaker 3: this similar kind of professional development for teachers too. But 435 00:25:17,359 --> 00:25:20,280 Speaker 3: all of this still does kind of seem like it's 436 00:25:20,320 --> 00:25:24,359 Speaker 3: putting a lot of responsibility on individuals, on the students, 437 00:25:24,400 --> 00:25:27,879 Speaker 3: on the teachers parents, to sort of sort out the 438 00:25:28,000 --> 00:25:30,840 Speaker 3: systemic problem for themselves, right. 439 00:25:30,960 --> 00:25:36,399 Speaker 2: I know, it's this exhaustingly familiar approach to problems in 440 00:25:36,440 --> 00:25:40,879 Speaker 2: this country. So we did hear about one really pretty 441 00:25:40,960 --> 00:25:44,359 Speaker 2: unexpected place where a systemic solution is in. 442 00:25:44,280 --> 00:25:56,359 Speaker 7: The works, Si Framulata and Luemila Quindici persa a prind 443 00:25:56,520 --> 00:26:00,240 Speaker 7: si quira nos Comuni. 444 00:26:00,520 --> 00:26:03,639 Speaker 2: So this is coverage of the people in cyclical on 445 00:26:03,880 --> 00:26:08,119 Speaker 2: Climate Change, La Dato Si, which was released back in 446 00:26:08,440 --> 00:26:12,480 Speaker 2: twenty fifteen. This caused like quite a stir because you know, 447 00:26:12,760 --> 00:26:17,639 Speaker 2: a lot of business people and politicians are too so 448 00:26:18,560 --> 00:26:20,480 Speaker 2: so when the Pope came out and was like, yeah, 449 00:26:20,960 --> 00:26:23,960 Speaker 2: climate change caused by humans, we should do something about it, 450 00:26:24,160 --> 00:26:27,000 Speaker 2: it caused kind of a big a big flat. 451 00:26:31,160 --> 00:26:34,399 Speaker 4: Catholic schools very broadly have this mandate coming from all 452 00:26:34,400 --> 00:26:37,359 Speaker 4: the way up from the Pope, really to focus on 453 00:26:37,560 --> 00:26:39,800 Speaker 4: environmental issues and weave that into the curriculum. 454 00:26:40,280 --> 00:26:41,800 Speaker 5: So that's a big thing happening here. 455 00:26:42,000 --> 00:26:45,480 Speaker 2: That's William Mendorin, the high school science and math teacher 456 00:26:45,600 --> 00:26:49,040 Speaker 2: we heard from earlier in the series. He works at 457 00:26:49,080 --> 00:26:52,760 Speaker 2: a private Catholic high school, and he says Catholic schools 458 00:26:52,840 --> 00:26:56,679 Speaker 2: all over the world have this mandate now to incorporate 459 00:26:56,760 --> 00:27:00,520 Speaker 2: the Pope's and cyclical on climate into their curricula. 460 00:27:00,800 --> 00:27:04,560 Speaker 3: Amy, does that mean that the most progressive climate education 461 00:27:04,800 --> 00:27:06,760 Speaker 3: in the US in the next couple of years will 462 00:27:06,800 --> 00:27:11,119 Speaker 3: actually be at Catholic schools. That's pretty wild, I know, 463 00:27:11,720 --> 00:27:12,320 Speaker 3: it really is. 464 00:27:12,520 --> 00:27:14,879 Speaker 2: I feel like it says a lot about what the 465 00:27:15,000 --> 00:27:18,200 Speaker 2: heck is going on with our public school system. Van 466 00:27:18,280 --> 00:27:20,959 Speaker 2: Doren said that that in California at least, that there 467 00:27:21,119 --> 00:27:25,879 Speaker 2: is a formal, concerted effort to actually like create a 468 00:27:25,960 --> 00:27:29,000 Speaker 2: blueprint for how this is going to work in Catholic 469 00:27:29,080 --> 00:27:32,480 Speaker 2: schools in general. And then California is sort of like 470 00:27:32,800 --> 00:27:35,600 Speaker 2: a leader on this stuff. So usually when a curricula 471 00:27:35,680 --> 00:27:38,840 Speaker 2: gets adopted here, it ends up going to all the 472 00:27:38,920 --> 00:27:42,639 Speaker 2: schools throughout the country. So yeah, there you go, Catholic 473 00:27:42,760 --> 00:27:46,840 Speaker 2: school Anyway, I feel like we've we've found at least 474 00:27:46,920 --> 00:27:50,960 Speaker 2: a few silver lightings in this kind of otherwise fairly 475 00:27:51,040 --> 00:27:55,040 Speaker 2: dark and depressing topic about fossil fuel companies in schools. 476 00:27:55,480 --> 00:27:57,800 Speaker 3: It's true. It's heartening to know that you know there's 477 00:27:57,800 --> 00:27:59,760 Speaker 3: at least people working on this and that there have 478 00:28:00,240 --> 00:28:01,600 Speaker 3: some success at the moment. 479 00:28:02,080 --> 00:28:05,760 Speaker 4: Darna, thank you so much for being here and doing. 480 00:28:05,600 --> 00:28:07,400 Speaker 2: This with me. It's been it's been a pleasure. 481 00:28:07,720 --> 00:28:10,200 Speaker 3: It's been such a pleasure for me. I'm so glad 482 00:28:10,240 --> 00:28:11,200 Speaker 3: that I got to be a part of this. 483 00:28:19,359 --> 00:28:23,800 Speaker 2: Drilled is an original production of the Critical Frequency podcast Network. 484 00:28:24,240 --> 00:28:27,960 Speaker 2: This series is a collaboration with earther Gizmoto's climate and 485 00:28:28,200 --> 00:28:30,600 Speaker 2: justice site. My co host and co reporter for the 486 00:28:30,720 --> 00:28:34,440 Speaker 2: series is Darna Noir. Our editors are Julia Richie for 487 00:28:34,600 --> 00:28:39,000 Speaker 2: Drilled and Brian Kahn for Earther. Our producer is Juliana Bradley. 488 00:28:39,320 --> 00:28:42,840 Speaker 2: Mixing and mastering by Peter duff. Our fact checker is 489 00:28:42,920 --> 00:28:46,920 Speaker 2: Trevor Gowan. Music is by Martin Wissenberg. Our artwork was 490 00:28:47,000 --> 00:28:50,720 Speaker 2: created by Matthew Fleming. Our First Amendment attorney is James 491 00:28:50,760 --> 00:28:55,880 Speaker 2: Wheaton of the First Amendment Project. You can find corresponding stories, videos, 492 00:28:56,080 --> 00:29:00,200 Speaker 2: and documents for this series on earther dot com. For 493 00:29:00,280 --> 00:29:01,880 Speaker 2: listening and we'll see you next time.