29/01/2022

(AU AIIA) The Language Of Diplomats In Times Of Climate Change And Populism

Australian Institute of International Affairs - Mirjam Gruber

The power of language has long been recognised — while populists often employ radical and emotionally driven language, diplomats must be thoughtful and cautious in their communication. Is this compatible in times of climate change?

Author
Mirjam Gruber is a political scientist at the Center for Advanced Studies of Eurac Research, a private research center based in Bolzano, Italy.
While the United Nations Climate Change conference in Glasgow and its results were criticised by environmental activists and also by scientists as damaging for climate protection, some participants of the conference seemed satisfied that a common agreement was found at all.

For example, the global coal “phase-out” was modified to a “phase-down” due to pressure from China and India, which many described as too vague and too unspecific.

However, looking at other international papers, many agreements between different international actors seem to fit this description of vague and unspecific.

In fact, a well-known feature of diplomatic semantics is that many issues are not addressed at all, and others are not clearly stated. Reasons for this vary, but one primary goal is to maintain international relations peacefully and prevent escalations of conflict.

Sometimes, therefore, adjectives or articles are deliberately omitted from conversations or documents, general paraphrases are used instead of concrete ones, or specifics are left unspecified. In principle — when in doubt — diplomats formulate sensitive issues too cautiously rather than too aggressively. This is also called the jargon of diplomats, because it helps to communicate in difficult situations and can help to find solutions to pressing issues.

Indeed, leading negotiations and engaging in persuasion are essential abilities that diplomats must master. In this respect, language is a major tool for diplomats. But of course, it is not just diplomats that know and use the power of language.

Understanding language as a social, cultural, or psychological phenomenon is one of the main research fields of linguistics scholars. The study of linguistic aspects of social phenomena or issues has now become a part of many disciplines, such as political science, sociology, or psychology.

The role of language and how it is framed has an influence on the perception of social phenomena, and thus it can shape the representation of these phenomena. Especially nowadays, when people receive an incredible amount of information through digitalisation and more concretely social media and so are exposed to fake news, misinformation, and disinformation, the linguistic dimension can be a central aspect in the studies of social and individual behaviour.

Many examples can be found in the scientific literature that examine the influence of language on the behaviour of individuals, on the polarisation of society, or on the perception of social issues. However, just as diplomats use language selectively to achieve their goals, so do other actors.

For example, in migration studies, the role of far-right and right-wing populist actors came into focus as they have strongly influenced the migration discourse in many countries. For instance, scholars claimed that the, “strong anti-immigration and anti-refugee rhetoric orchestrated by the Law and Justice Party (PiS) across the Polish public sphere has also played a pivotal role in increasing levels of xenophobic, as well as outright racist sentiments, in wider Polish public discourse and society.”

Similar developments have been observed in many other countries, such as the USA, UK, and Australia.

Furthermore, right-wing populist actors are also increasingly shaping public discourse on other issues, such as climate change. This is exacerbated by the spread of fake news, such as the denial of anthropogenic climate change, which has even been fuelled by former US President Donald Trump.

In the current discourse on the COVID-19 pandemic, fake news as well as conspiracy theories are a major problem — which can also contribute to the polarisation of society. Even though rising populist movements in industrialised Western nations often do not have a great deal of formal power, they have the potential to substantially impact policies through influencing political and public discourse.

Due to the rising populist influence in many regions of the world, as well as the fast dissemination of fake news and the global challenge of the climate crisis, language and its power must become the centre of attention not only in research, but also in public discourse.

While political parties, social movements, think tanks, and the media are already the subject of environmental and climate research, the role of diplomats and diplomatic jargon should become more central.

This is where so-called climate diplomacy comes in. The current climate crisis requires the international community to tackle this problem via the implementation of climate change policies — and not only on a global level, but also a national and local level.

To do so, a common and conscious language is an important ingredient. Indeed, thoughtfulness and sensitivity in communication is essential to define common goals.

On the other hand, regarding climate change, the international community has already agreed to implement the goals of the Paris Agreement. In this phase, it is particularly important to rely on science and to generate strong implementation measures that are based on scientific evidence and research.

At this point, it should also be mentioned that climate change itself is already a term that has been politically framed.

In fact, some media outlets have decided to speak of the “climate crisis” or “climate emergency” to better reflect the scale of the issue.

Such framing in the sense of promoting unified and strong communication based on scientific evidence is especially important in times when fake news or, more specifically, the denial of climate change, is actively and strongly fuelled by some actors, such as far right political parties such as the Alternative for Germany, fossil fuel and coal industries, or media outlets.

In diplomacy, however, things often go in a different direction. When diplomats or ambassadors shift from using terms such as “climate change” or “climate crisis” to “promoting biodiversity” when communicating with policy makers, the urgency of the climate crisis suddenly sounds less critical and does not directly imply a serious threat.

So, what is the goal behind changing such terms?

Maintaining a dialogue with all possible actors is, of course, very important. However, in the case of an issue where science is very strong and individual nations — as well as the international community — have promised to act and to comply with agreements, concise and assertive use of language might help to implement policies which are urgently needed in the fight against climate change.

Diplomacy is certainly a difficult area in international relations, and it requires extreme sensitivity and empathy — and often uses language as one of its key tools.

These linguistic evasions from the concrete to the non-concrete offer advantages, but can also have disadvantages.

In today’s world, we can and should discuss the impact of diplomatic jargon in relatively new areas of international cooperation — the fight against climate change — and the direction in which the further development of diplomatic language should go, taking into particular consideration the potential rising populist influence in public discourses.

Links - Australian Institute of International Affairs Climate Change Articles

(AU SMH) ‘Living In Swelter Boxes’: January 27 The Deadliest Day For Heatwave Deaths

Sydney Morning Herald - Miki Perkins

January 27 is the deadliest day in Australia for heat-related deaths, with heatwaves posing a greater threat to life than any other natural hazard including bushfires and floods.

Heatwaves cause more deaths than any other weather event. Credit: Glenn Campbell

There have been more than 4500 deaths caused by periods of extreme heat since 1900, more than the total of other natural disasters combined, according to new statistical findings from risk industry analysts Risk Frontiers. These numbers will grow as climate change fuels more frequent and intense heatwaves.

The people most at risk of dying due to extreme heat are the elderly and those from a lower socioeconomic background.

For reasons that are not yet fully understood, most deaths have occurred on January 27, the day after Australia’s national public holiday, Risk Frontiers general manager Andrew Gissing said.

“One hypothesis could be that people are active and out and about on the 26th and suffered heat-related illness on the 27th,” Mr Gissing said.

“Another interesting finding is that people weren’t really doing much shortly before they died. They might be sitting on their couch or sleeping: business as usual,” he said.


Heatwave incident locations in Australia between 2001 and 2018.






New analysis of Australian coronial records relating to heatwave deaths between 2000 and 2018 found there were 473 deaths reported that were explicitly heat-related, of which 354 occurred during heatwave conditions. This research was published in the International Journal of Disaster Risk Reduction this month.

Almost all the 354 deaths occurred during two occasions: the 2009 heatwave that preceded the Black Saturday bushfires and an extreme heatwave in Victoria and South Australia in 2014.

The Bureau of Meteorology defines a heatwave as three or more days in a row when both daytime and night-time temperatures are unusually high.
Extreme weather

Mr Gissing said the real figure was likely to be much higher than coronial records show, with people dying of heart attack or stroke, for example, that had been related to stress caused by high temperatures.

Men have a higher mortality rate during heatwaves than women. And those most at risk include the elderly – particularly those over 70 – and people who are socioeconomically disadvantaged, unable to easily access health services, have a physical or mental disability, are socially isolated or don’t have access to air conditioning.

Most of the fatalities that occurred indoors happened in older houses, highlighting the need for governments to find inexpensive ways to support people living in public housing or renting to adapt their homes to extreme heat.

Perth and parts of Western Australia have sweltered through a recent heatwave, with six consecutive days over 40 degrees, while this week Victoria has experienced a low-intensity heatwave, with a sustained period of above-average temperatures and warm nights.

If you live in low income in public housing, or have a disability, it’s more difficult to escape the heat, said head of the Victorian Council of Social Services Emma King.

Low cost heat adaption tips

  • Water your garden: trees and plants cool the air when watered well
  • Seal any gaps: Stop hot air getting into your home
  • Turn off appliances: electrical appliances can generate heat
  • Create a cool room. Focus on keeping one room cool to save money
  • Cover your windows. Protect from sun inside and out.

“Extreme heat is particularly dangerous for people living in antiquated public housing units that act like ‘swelter boxes’,” Ms King said.

Installing rooftop solar on all suitable public housing properties would be a good first step, allowing tenants to use their air conditioning for longer periods, she said.

Recent recording-breaking hot days were a clear health hazard, said board of member of Doctors for the Environment Australia Dr John Iser. “Some of these hot days are unlivable days, we have temperatures in central and north-western Australia that are over 50 degrees.”

Earlier this month, data found the past seven years had been the seven warmest on record despite the La Nina weather pattern. The report showed the world has already warmed between 1.1 and 1.3 degrees above pre-industrial levels.

The world’s oceans also recorded their hottest year in more than 60 years with greenhouse gases driving increasing temperatures.

Mr Gissing urged people to check on older or isolated people in their community during a heatwave, and invite them to spend time in a cooler house.

“Heatwaves are as much of a social hazard as anything else,” he said. “These deaths are highly preventable if we all look out for each other”.

Links

(The Conversation) How To Teach Children About Climate Change, Inspire Hope And Take Action To Change The Future

The Conversation - |

Children need information that both acknowledges the troubling realities we’re facing and that also equips them to take action. (Roy/Flickr), CC BY-NC

Children need information that both acknowledges the troubling realities we’re facing and that also equips them to take action. (Roy/Flickr), CC BY-NC


Listen To The Article
8min 35sec

Author
  •  is Assistant Professor, Faculty of Health Sciences, Simon Fraser University, Burnaby, B.C.
  •  is a PhD Student, Faculty of Health Sciences, Simon Fraser University, Burnaby, B.C.
Children and youth know that climate change is altering lives, environmental patterns and futures.

Human-caused climate change is altering the intensity of the likelihood of extreme weather, and has contributed to an abrupt rise in disasters over the past 20 years, creating significant personal and economic costs.

In 2021, many people across Canada experienced the impacts of weather-related events linked to climate change, including devastating flooding, landslides, heat domes, wildfires, thawing permafrost and hurricanes.

We have examined existing research about understanding climate change related to youth and children and their mental health. Our focus is learning how to best equip young people to navigate climate change and to envision their futures amid multiple social challenges.

While the effects of climate change are undeniable across global communities, these effects also disproportionately impact people who experience social, structural and systemic inequities and marginalization.

Our early research findings have identified the importance of moving beyond traditional curricular approaches in schools.

We hope to help develop innovative ways to teach children and youth about climate change in a way that is trauma-informed and seeks to build resilience in children and youth. This includes linking scientific approaches with arts-based methods.

We have also begun a process of interviewing British Columbia educators and reviewing the province’s curriculum to assess how B.C. is doing with regards to best practices in climate change education, and what might be improved.

Intergenerational justice issue

Climate change is a social and intergenerational justice issue that disproportionately impacts children and youth, who have have inherited the problem.

Youth and children also have unique needs in climate adaptation, mitigation and recovery processes, given the effects climate disasters can have on their lives. Children also want to be actively and meaningfully engaged in responses to climate change, but are often not given the opportunity — and when they do act, their efforts can go unnoticed.

When young people perceive that adults are not taking substantial action on climate change and when their voices go unheard, these experiences can contribute to youth losing hope for their futures. This is particularly the case in a media-saturated world where reminders of climate disasters, as well as misinformation, are permeating the news, social media and the social environment around them.

The impacts of climate change, as well as youth and children’s reaction to them, serve as continuous reminders for educators, parents or guardians, regional planners and health providers that climate change is an urgent issue requiring immediate attention. How we communicate about climate change and imagine possible social responses to this shared crisis has a lasting effect on children and youth today.

People taking part in an Extinction Rebellion protest against old-growth logging lie on the street, in Vancouver, B.C., in March 2021. THE CANADIAN PRESS/Darryl Dyck

Need for ‘grounded hope’

 For their development and well-being, children need information that both acknowledges the very troubling realities we are facing but also equips them to take action to change that future.

Building on the thinking of psychologist Lee Daniel Kravetz, we think this could be called offering “grounded hope” — a way of seeing based in a realistic understanding of circumstances, while cultivating hope by building confidence in our ability to have a role in shaping outcomes. With respect to climate change, this approach would encourage young people to learn how to identify and connect with the strengths and assets of their communities and to develop tools for envisioning and building sustainable solutions.

This agency can counter the despair that comes from the climate crisis. An important way to foster this agency is through linking scientific approaches with arts-based methods. For children and youth, art is not only a powerful and accessible way to communicate about how climate change is affecting their lives and sense of future, but also a creative way to develop new metaphors, narratives and design principles for building a more hopeful future.

Responses to climate change

Youth have varied reactions to the effects of the climate crisis on their future. These reactions include having stress or anxiety-related responses that negatively affect sleep, ability to focus and relationships; feeling like the future is out of their hands, leading to reduced priority of planning for the future (such as considering further education) or expressing commitments to taking action to address climate change.

Educators play an important role in helping youth and children manage their stress about the future and stay connected to each other in a kind and compassionate way. Paying attention to both is critical when the going gets tough.

Learning to stay connected through relationships in a compassionate way is critical in navigating climate change. (AP Photo/David Cliff)

Trauma-informed approaches

 Beyond stress, some children and youth find the effects of climate change are traumatic. The Manitoba Trauma Information Centre defines trauma as “a single experience, or enduring repeated or multiple experiences, that completely overwhelm the individual’s ability to cope or integrate the ideas and emotions involved in that experience.” Research shows that when talking to young people about climate change, a trauma-informed practice that builds resilience is helpful.

A B.C. Ministry of Education document offering key principles and strategies promoting mental health in schools notes that taking a trauma-informed lens means “integrating an understanding of past and current experiences of trauma into all aspects of school life.”

From curriculum guidelines to teaching approaches, schools must seek to operate out of an awareness of the historically and culturally specific ways that students are vulnerable to both climate trauma and other forms of trauma resulting from intersecting forms of injustice and marginalization.

Life chances

 The COVID-19 pandemic has highlighted the ways in which severe and sustained changes to children’s social world via, prolonged periods of social distancing and school closures, for example, may alter children’s development, prospects for educational attainment and life chances — chances people have for “sharing in the socially created economic or cultural ‘goods’ … in any given society,” as explained by sociologist Anthony Giddens.

Extreme-weather events create the possibility for similar personal and social upheaval, along with significant impacts to the natural environment, communities and built infrastructure. However, involving children meaningfully (in age- and stage-appropriate ways) in making change can promote feelings of agency and resilience in the age of the climate crisis.

We look forward to continuing to understand specific ways educators, parents and role models are teaching about climate change in resilience-building ways, and what insights this may yield for future directions for climate change education.

Links