CJ students advocate for humane immigration reform and climate justice – Dayton Daily News

Student Advocacy for Sustainable Development Goals: A Report on Civic Engagement

Executive Summary

A student delegation from Chaminade Julienne (CJ) High School, accompanied by faculty, engaged in direct advocacy with elected officials, including Rep. Mike Turner and Sen. Jon Husted. This initiative, part of the Ignatian Solidarity Network’s “Teach-In” conference, focused on critical global issues that align directly with the United Nations Sustainable Development Goals (SDGs). The primary topics of discussion were humane immigration reform and climate justice, reflecting a commitment to fostering a more sustainable and equitable world.

Alignment with Sustainable Development Goals (SDGs)

The students’ advocacy efforts directly addressed several key SDGs, demonstrating a practical application of global citizenship education.

• SDG 10: Reduced Inequalities: The call for humane immigration reform is a direct effort to ensure the rights and dignified treatment of migrants, a core component of reducing inequality within and among countries.
• SDG 13: Climate Action: By engaging legislators on the topic of climate justice, students urged for the adoption of policies to combat climate change and its wide-ranging impacts.
• SDG 16: Peace, Justice and Strong Institutions: Through direct dialogue with members of Congress, students participated in and sought to strengthen democratic processes. Their advocacy for just and humane policies contributes to the goal of building effective, accountable, and inclusive institutions at all levels.
• SDG 4: Quality Education: The “Teach-In” program provided an invaluable educational opportunity, equipping students with a deeper understanding of social justice issues and the practical tools for civic engagement, thereby promoting education for sustainable development.

Advocacy Agenda and Policy Dialogue

The student delegation presented a focused agenda to the legislators, emphasizing two critical areas for policy reform.

1. Advocacy for Humane Immigration Reform: In alignment with SDG 10 and SDG 16, students voiced significant concerns regarding the inhumane treatment of immigrants. According to CJ Campus Minister Patrick Burns, the meeting with Congressman Turner provided a platform to discuss these concerns, fostering a dialogue aimed at promoting more just and inclusive institutional policies.
2. Advocacy for Climate Justice: Addressing the urgent mandate of SDG 13, the students’ focus on climate justice underscores the critical role of youth in demanding immediate and equitable action to protect the global environment for current and future generations.

Outcomes and Youth Empowerment

The initiative yielded significant developmental outcomes for the student participants, reinforcing the objectives of SDG 4 by fostering skills for active and responsible citizenship.

• Enhanced Civic Confidence: Students reported that the experience helped them build confidence in their ability to advocate for themselves and others on important community and global issues.
• Empowerment and Agency: CJ junior Eli Joseph stated, “This trip inspired me to be more observant of issues in our community. I’m aware that I have a voice that can help deal with those problems.”
• Promotion of Constructive Dialogue: CJ junior Santiago Basto highlighted the value of the experience in fostering respectful political discourse, a key element for achieving SDG 16. He noted his appreciation for the opportunity to “meet, listen, and explain his views” with an elected official.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 10: Reduced Inequalities
   • The article’s focus on “humane immigration reform” and the “inhumane treatment of immigrants” directly relates to reducing inequalities faced by vulnerable populations, including migrants.
2. SDG 13: Climate Action
   • The students’ discussion of “climate justice” explicitly connects the article to the goal of taking urgent action to combat climate change and its impacts, with a focus on fairness and equity.
3. SDG 16: Peace, Justice and Strong Institutions
   • The students’ advocacy for humane treatment of immigrants and their direct engagement with elected officials (“Rep. Mike Turner” and “Sen. Jon Husted”) to discuss policy reform aligns with promoting a just, peaceful, and inclusive society with responsive institutions.
4. SDG 4: Quality Education
   • The article describes the “Teach-In” conference as an “incredible opportunity for students to put their faith into action” and “grow in their understanding of numerous social justice issues.” This educational experience, which empowers students with knowledge and advocacy skills, is central to this goal.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 10.7 (under SDG 10): Facilitate orderly, safe, regular and responsible migration and mobility of people, including through the implementation of planned and well-managed migration policies.
   • The students’ call for “humane immigration reform” is a direct appeal for policies that align with this target, moving away from what they term the “current inhumane treatment of immigrants.”
2. Target 13.3 (under SDG 13): Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning.
   • The students’ participation in the “Teach-In” and their subsequent advocacy for “climate justice” with members of Congress are actions that contribute to raising awareness and building human capacity to address climate issues.
3. Target 16.7 (under SDG 16): Ensure responsive, inclusive, participatory and representative decision-making at all levels.
   • The article highlights a direct example of this target in action: students engaging in “direct advocacy by visiting members of Congress.” The meeting with Rep. Turner, where he “listened to our concerns” and “took the time to meet,” demonstrates a form of participatory and responsive decision-making.
4. Target 4.7 (under SDG 4): 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 global citizenship.
   • The “Teach-In” conference provides students with the tools to understand “social justice issues” and advocate for change. The outcome, as expressed by a student (“This trip inspired me to be more observant of issues in our community… I have a voice that can help”), shows the acquisition of knowledge and skills for active global citizenship.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. For Target 16.7:
   • An implied indicator is the number and frequency of meetings between citizen groups (especially youth) and policymakers. The article documents one such meeting where students “talked with Rep. Mike Turner” and “listened, and explain his views,” which serves as a qualitative measure of responsive and participatory governance.
2. For Targets 4.7 and 13.3:
   • The article implies indicators related to educational programs. One is the number of students participating in educational initiatives on social justice and sustainable development, noted by the fact that “CJ students have attended the conference” for a “second year.” Another is the qualitative impact of such programs on students’ sense of civic efficacy, as evidenced by the student’s statement: “This experience helped them build confidence in advocating for themselves and others.”
3. For Target 10.7:
   • While no quantitative data is provided, the students’ advocacy for “humane immigration reform” implies that a key indicator would be the existence and implementation of national policies that ensure the safe, orderly, and humane treatment of migrants. The students’ concerns suggest that current policies are falling short when measured against such an indicator.

4. Table of SDGs, Targets, and Indicators

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