Economic Growth and Environmental Limits

Debate between Caroline Lucas and Kelvin Hopkins

Wednesday 10th July 2019 Westminster Hall

[Caroline Lucas]

I thank the hon. Gentleman for his intervention. The work going on at the University of Leeds is incredibly exciting. It demonstrates that there is a lot of work going on, both in this country and internationally, into researching what alternative indicators might look like. I think what is lacking is a real commitment to move them into the mainstream. In the regular updates on the radio or in the Financial Times, when we hear about GDP growth and how we should be very happy that it has gone up, we could look at those indicators, which might well show that our wellbeing is being severely undermined by environmental damage.

Turning to the climate emergency, the primacy of GDP growth as the overarching priority for the economy is the elephant in the room. To quote Greta Thunberg,

“Our house is on fire”,

and the GDP growth obsession is the obstacle blocking the door to the emergency exit. In April, Greta visited Parliament and spoke about why she and millions of other young people were missing school to strike for the climate. She said very clearly that the way that we measure progress is absurd and archaic:

“People always tell me and the other millions of school strikers that we should be proud of ourselves for what we have accomplished. But the only thing that we need to look at is the emission curve. And I’m sorry, but it’s still rising. That curve is the only thing we should look at…We should no longer measure our wealth and success in the graph that shows economic growth, but in the curve that shows the emissions of greenhouse gases.”

That call to rewrite the economic rulebook is echoed by many others in the climate justice network, including many in the grassroots movements for a green new deal in the UK and the US, and a vastly growing number of academics and economists. The reaction to a tweet by the London Mayor, Sadiq Kahn, one week into the Extinction Rebellion protests was interesting; it illustrates that climate justice is inextricably linked to the transformation of the economic system. To be fair, I am sure he did it without thinking it through that much, but he tweeted:

“My message to all the climate change protestors today is clear: let London return to business as usual.”

That tweet went down so terribly because the new climate justice movement understands that business as usual is killing the planet and destroying our children’s future. The litmus test for adequate climate action is no longer what is considered politically feasible within the current system; it is whether we are transforming the economic system to fit with what is scientifically necessary to keep within 1.5° of global heating, and to reverse the unravelling of the Earth’s life support systems before our eyes.

[Kelvin Hopkins (Luton North) (Ind)]

I have immense sympathy with what the hon. Lady is saying, and I agree. She talked about political feasibility. All the proposals and politics that she is suggesting are difficult to achieve in an environment of gross inequality. Would it not be easier if we addressed equality, to make all these things more acceptable?

Academies Bill [Lords]

Debate between Caroline Lucas and Kelvin Hopkins

Wednesday 21st July 2010 Commons Chamber

[Caroline Lucas]

I thank the hon. Gentleman for his intervention. My notes tell me that this information came from a National Union of Teachers briefing. I imagine that the NUT is up to date with what is being taught in schools, but I am happy to check that and come back. This teaching has been going on, as it does in other countries where academies are fully fledged, such as the United States. So it certainly is not outside the realms of possibility that not only is it continuing in that particular academy, but that it is happening in a widespread fashion in a number of academies. The point is that there is nothing in the Bill to stop this happening. Even if it has stopped over the past few weeks or months at one particular academy, there is nothing to prevent it from happening again. That is the real concern.

It beggars belief that the Minister in the other place said that although he shared the concerns raised about creationism,

“one of the core aims of the policy is precisely that the Secretary of State should not dictate to academies what they should teach…I fully accept that if you trust people things do go wrong, but that is the direction that we want to try to go in.”—[Official Report, House of Lords, 7 July 2007; Vol. 720, c. 299.]

I commend him on his honesty at least, but the substance of what he said is very worrying.

Although, at the moment, the national curriculum does not include statutory sex and relationships education, it does ensure that maintained faith schools teach sexual reproduction as part of the science syllabus. Nothing in the new, deregulated system proposed by this Bill would oblige religious academies to do the same. Personal, social and health education—PSHE—was debated at length in the other place, yet we see no Government move on it as yet. Instead, the Government argued that making PSHE a curriculum requirement under the Bill was not the right way to go, as the best place to consider this was in the forthcoming national curriculum review. Yet, of course, the Government want academies to be free of the national curriculum.

[Kelvin Hopkins (Luton North) (Lab)]

A recent television report said that there are six times as many teenage pregnancies in Britain than in Holland, yet Holland’s schools have much more rigorous education on sexual and reproduction matters. Is that not of fundamental importance?

[Caroline Lucas]

I thank the hon. Gentleman for his intervention, because it absolutely proves the case that education is a key way of ensuring that we do not have a huge number of unwanted teenage pregnancies. Education does not lead young people suddenly to think of doing things that they might not have thought of doing were they not to have had that education. On the contrary, education is one of the best forms of contraception.

The British Humanist Association has asked, legitimately, whether a new, state-funded, Catholic academy would be allowed not to teach sexual reproduction in biology lessons, let alone wider and more objective sex and relationships education. Again, as far as we can see, nothing in the new, deregulated system proposed by the Bill would seem to prohibit that from happening.

These are not the only concerns, because despite this being paid for by the taxpayer, sponsors of academies have enormous powers to dictate how and what pupils learn more generally. I read today with horror that one academy is apparently installing a “call centre” so that pupils’ “aspirations” can be raised by training for this type of work. In Manchester and Birmingham, for example, a range of academies are being planned, each specialising in preparing pupils for employment in specific industries or commercial activities. I read that Manchester airport, which is one such prospective sponsor, has overtly stated that the principal purpose of its academy will be to provide employees for the airport. That is a pretty reductionist interpretation of the purpose of education. That is why we must ensure that academies do follow the national curriculum, which is what my amendment seeks to do.