Global and Multicultural Education: Difference
To encourage change in any area, one must launch a program that will affect the attitudes and behaviors of the target population. Although the existing options for comprehensive environmental programs, i.e., global and multicultural ones, share a number of characteristics, they, nevertheless, are strikingly different when it comes to choosing the approach for communicating a problem to the target audience. The global one is aimed primarily at embracing as many people as possible, whereas the multicultural one focuses on appealing to a larger variety of audiences (Banks, 2015). Put differently, while quantity is viewed as the key aspect of the global education process, it is the quality that is deemed as essential in the realm of the multicultural education.
It would be wrong to claim that one should be preferred over another, though, as the report produced by the International Development Law Organization (2006) showcases that the two can be blended into a perfect strategy for promoting change in the environmental policies issued by the state authorities. For instance, the case points to the need to embrace as wide a range of audiences as possible to promote the further civil enforcement, which aligns with the principles of the global education framework (Hellmann, 2014). It is deemed as necessary to promote “Widening the standing provisions to encourage civil enforcement breaches to the act (open standing for civil enforcement)” (International Development Law Organization, 2006, p. 8). At the same time, the authors of the article delineate a multicultural approach toward building awareness among the representatives of as many cultures as possible: “The social and economic dimensions of such unsustainable practices should not be dismissed” (International Development Law Organization, 2006, p. 9). Thus, the case under analysis is an example of both the benefits and limitations of each approach, proving that they complement each other. Incorporating both global and multicultural aspects into the process of managing deforestation in Indonesia seems to be a very smart choice since it helps broaden the range of public that the program aimed at restoring the ecosystem of Indonesia can embrace.
Environmental Law and Enforcement Workshop
Addressing the issues faced by the government of Indonesia when handling the problem of deforestation and the increase in the levels of pollution must be viewed as a priority. By determining possible obstacles, one will be able to design an elaborate approach that will help avoid major challenges and, thus, alter the current policies, as well as the attitude toward environmental issues. For this purpose, the environmental law and enforcement workshop will have to introduce its participants to the concept of sustainability. Particularly, it will be essential to explain to the attendees that a feasible solution which will lead to an improvement will have to target every single member of Indonesia in accordance with the crucial tenets of the state legal standards: “Every person has the right to environmental information which is related to environmental management roles” (International Development Law Organization, 2006, p. 9). At present, public participation remains one of the key problems observed in the context of the Indonesian society (Murray, Grenyer, Wunder, Raes, & Jones, 2015). According to the report published by Marzuki (2015), “public participation in the decision making process in Yogyakarta, Indonesia is literally non-existent” (p. 24). Therefore, it is imperative to focus on involving as many people as possible in the participation.
The active promotion of the multicultural dialogue as the tool for making the message of the environmental and enforcement workshop as pronounced and urgent as possible must also be deemed as a crucial step in fighting the numerous challenges that await the proponents of the change in the Indonesian environment. The principles of the transformational leadership approach must be used to motivate people to participate and contribute to solving the problem. Furthermore, it is essential to get the priorities straight before opening a dialogue with the citizens of Indonesia. The negative outcomes that will ensue unless actions are taken must also be outlined in the target population. The resulting increase in concern for the public and environmental health is bound to lead to a rapid shift to a more sustainable use of forest resources, more efficient management of waste, more responsible attitude toward the environment and the impact that people have on it, etc. It is assumed that, by causing a rapid alteration in not only the existing regulations regarding the preservation of wildlife but also the attitudes of the Indonesian population toward the subject matter, one will be able to reduce the negative impact on the environment.
Instructional Interventions to Prevent Environmental Collapse
The efficacy of instructional interventions based on the transformational leadership as the means of addressing the problem of deforestation, waste management, and attitudes toward the preservation of natural habitats, in general, is bound to rise with the endorsement of instructional interventions in Indonesia. To be more specific, it will promote the philosophy and values that are necessary to accept a sustainable approach toward the use of the available resources, particularly, Indonesian forests. As a result, stopping the destruction of the Indonesian ecosystems will become a possibility.
It should be noted, though, that the design of instructional interventions is not the only step that must be taken to confront the issue. In addition, one must consider the tools for implementing the program successfully. Put differently, the creation of an elaborate communication strategy is crucial. As a result, a significant positive change is expected. For instance, one may deploy the framework suggested by Jotter and requiring eight crucial steps to be taken in order to not only make changes but also cement them in the context of the target environment.
Educating Citizens and Lawmakers: Plan
To encourage both the residents of Indonesia and its authorities to recognize the problem and seek the ways of solving it, one will have to create a comprehensive educational program that will shed light on the significance of the sustainable use of resources. The citizens of the state will have to be provided with general information about the ways in which they can contribute to the reduction of the negative effects that their consumption levels and the lack of proper waste management have on the Indonesian ecosystems. Furthermore, detailed guidelines for reducing the negative impact will have to be provided. The Indonesian authorities, in turn, will have to be given the suggestions regarding the reinforcement of the existing environmental laws. For instance, penalties for companies that do not deploy proper waste management techniques must be included in the new regulations. It is assumed that the identified strategy will help restore the ecosystems of Indonesia and reduce the impact of deforestation. Furthermore, the principles of sustainable use of resources will serve as precaution measures for preventing similar situations from occurring in the future.
References
Banks, J. A. (2015). Cultural diversity and education. New York, NY: Routledge.
Hellmann, M. (2014). Indonesia now has the highest rate of deforestation in the world.Time. Web.
International Development Law Organization. (2006). Strengthening environmental law compliance and enforcement in Indonesia. Development Law Update, 6, 2-12.
Marzuki, A. (2015). Challenges in the public participation and the decision making process. Sociologija i Prostor, 53(201), 21-39. Web.
Murray, J. P., Grenyer, R., Wunder, S., Raes, N., & Jones, J. P. (2015). Spatial patterns of carbon, biodiversity, deforestation threat, and REDD+ projects in Indonesia. Conservation Biology, 29(5), 1434-1445. Web.