Abstract
The United Nations 2030 Sustainable Development Goals provide clear direction for how we can develop a more sustainable world by 2030 and beyond, with key performance indicators across 17 goals. One of these goals, SDG15 Life on Land, aims to ‘protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss’ (United Nations https://sdgs.un.org/topics/forests, 2021) and this has clear implications in the UK for the management of ancient woodland. In England ancient woodland is identified as those areas of woodland that have existed since the seventeenth century and they remain crucial areas of natural habitat and biodiversity in the English countryside (Woodland Trust https://www.woodlandtrust.org.uk/trees-woods-and-wildlife/habitats/ancient-woodland/, 2021). However, outside of these ecosystem benefits, they also provide an environment for educating young people about sustainability and for delivering social innovations that support local communities socially and environmentally. This chapter explores how education within an ancient woodland setting can help to promote environmental awareness, as well as supporting the creation of social impact. Utilising the case-study of a social enterprise in England that maintains ancient woodland and educates socially excluded young people, the chapter seeks to argue that the hybrid mission of the organisation combined with its unique environmental location, provides the perfect model for supporting socially disadvantaged individuals to become the ‘changemakers’ of tomorrow.
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The UN Sustainable Development Goal 4.7 states that ‘By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development’.
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Notes
- 1.
- 2.
The organisation is Hill Holt Wood and it has asked to be identified in this research and further information can be found online at https://www.hillholtwood.co.uk/.
- 3.
As the data has been drawn from the organisation’s website and other supporting publicly available documentation, it is not cited in the document in order to ensure anonymity.
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Acknowledgements
The author would like to acknowledge the engagement and support of Hill Holt Wood in the production of this research and chapter. Hill Holt Wood have asked to be identified as the case-study organisation in this project and further information about their work can be found at https://www.hillholtwood.co.uk/
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Hazenberg, R. (2022). Educating to Deliver Environmentally Focused Social Innovation. In: Vasconcelos, C., Calheiros, C.S.C. (eds) Enhancing Environmental Education Through Nature-Based Solutions. Integrated Science, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-030-91843-9_3
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