Essay Sample on Political Ideologies: Social Forces & Dynamic Change

Introduction

Political movements are created by social forces (Ball.et al. , 2016). People share a concern about an unresolved social problem, and they latch on to political ideologies to find a solution. Hence, political ideologies, and the political movements they give birth to have their origins in ideas developed by intellectuals in response to their respective historical circumstances (pp.3-4). Political ideologies are consequently dynamic because society is, and its problems are also dynamic.

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Youth in the Green Movement

Environmentalism has become a concept around which activists have gone on to create a political movement calling for fundamental socioeconomic changes to protect the environment from irreparable harm. These activists engage in "green politics" and refer to themselves as "greens" (p.276). Across the globe, green politics is preoccupied with securing the political goodwill needed to tackle the numerous ecological crises precipitated by increasing the human population, industrial pollution, receding forest covers, and the greenhouse effect (p.277). The world's youth has, therefore, become an essential cog in the global environmentalist movement.

Climate science asserts that unless the record levels of carbon dioxide in the atmosphere are significantly reduced by the year 2050, the planet will be much more challenging (Field, 2017). The youth of today will be faced with extreme weather, food shortages, and climate-induced migration in the future. There will also be the additional challenge of diseases attributed to exposure to anthropogenic gases. Consequently, the green movement has co-opted the voices of youths in its campaigns to influence public policy and raise awareness about climate change.

Greta Thunberg is a 16-year-old environmental activist who has become the face of climate activism in popular culture. Most people recognize her as the teenage girl who condemned the world's political leaders for not doing enough to fight environmental and ecological damage during a United Nations climate summit. Her activism made her get nominated for a Nobel Prize in 2019. Another example of youths playing a role in the green movement is when last year, under the banner of a Global Climate strike, children across the globe skipped school to take to the streets and demand that world leaders address climate change.Conclusions

Social Upheavals

Political movements are created by social upheavals. People share a concern about an unresolved social problem, and they latch on to political ideologies to find a solution. Environmentalism has become a concept around which activists have gone on to create a political movement calling for fundamental socioeconomic changes to protect the environment from irreparable harm. These activists engage in "green politics" and refer to themselves as "greens." Across the globe, green politics is preoccupied with securing the political goodwill needed to tackle the numerous ecological crises precipitated by increasing the human population, industrial pollution, receding forest covers, and the greenhouse effect.

Conclusion

The world's youth have become essential to the global green politics movement because they have a vested interest in a sustainable future. Climate science asserts that unless the record levels of carbon dioxide in the atmosphere are significantly reduced by the year 2050, the planet will be much more challenging. The youth of today will be faced with extreme weather, food shortages, and climate-induced migration in the future. There will also be the additional challenge of diseases attributed to exposure to anthropogenic gases. Consequently, the green movement has co-opted the voices of youths in its campaigns to influence public policy and raise awareness about climate change.

References

Ball, T., Dagger, R., & O'Neill, D. I. (2016). Political ideologies, and the democratic ideal.

Taylor & Francis.Field, E. (2017). Climate Change: Imagining, Negotiating, and Co-Creating Future (S) with Children and Youth. Curriculum Perspectives, 37(1), 83-89.