Preconceptions of students about the natural urban environment in a small Spanish city

Summary The preconceptions of secondary students from a small Spanish city, mainly about natural aspects, have been studied. The main characteristic of their conceptions about the urban natural environment was that it was always linked to negative aspects and was generally seen as something essentially problematic. Moreover, it seems that their knowledge of smaller living beings, of wild animals, plants and fungi, was worse than for other urban living beings. The analysis of these alternative conceptions has led the authors to propose some recommendations for curricular design and development for schools in urban environments.Dr Mercedes Suárez is an educationalist and Professor of Curriculum in the Faculty of Humanities in the University. Emilia Nogueiras has a degree in Biology and Education and is a science teacher in the High School in Orense.     

Transition towns and world cities: towards green networks of cities

The Transition Initiative is a highly successful movement promoting localisation of economic processes. The basic question that this essay considers is how to relate this movement's favoured units of practice, transition towns with populations of around 5000, to the contemporary world of large cities, so-called world cities, global cities and mega-cities. My means to achieve this end is to interrogate the concept of “local” to make it more strategically amenable to analysing multiple-scale living, and concomitantly, to recognise and understand the importance of non-local spheres of behaviour. The latter is derived from Jane Jacobs work on the city in which the balance between local production and imported (non-local) production is crucial. Her import replacement argument is used to show compatibility between economic change and sustainability. This leads to the concept of green networks of cities which I begin to explore.     

The Urgent Need for Universities to Comprehensively Address Global Climate Change Across Disciplines and Programs

I review the status of scientific, political, and moral problems of global climate change (GCC) and, based on lessons from environmental and sustainability programs in universities, demonstrate that universities have had a lethargic response to urgent needs to mitigate the problems. I explore reasons for the response, and conclude that there is an urgent need for comprehensive and wide–ranging change in universities to help mitigate GCC. My discussion is focused on those within universities as well as those in environmental professions regardless of their areas of specialization.     

Revisiting Evidence for Sustainability of Bushmeat Hunting in West Africa

Bushmeat hunting, a key source of dietary protein, has been implicated as a major extinction threat to tropical vertebrate species in West Africa. Ideally, any such hunting of wild species should be done sustainably, with off-take levels low enough to ensure viability of harvested species. Recent work purports to show that a mature bushmeat market in a major city in Ghana operates sustainably after depletion of vulnerable, slow-reproducing species (Cowlishaw and others 2005). I revisit two aspects of this work. First, I retest the prediction that larger species are transported to the market from greater distances, as expected if overexploitation depletes large species close to the city. Cowlishaw and others failed to find a significantly positive relationship between species-specific body mass and distance between capture site and the market. However, my reanalysis provides evidence for a positive relationship after all, consistent with unsustainable harvesting. In particular, ungulate species were harvested significantly farther from the market than smaller-bodied rodent species. Second, I caution that just because species “persist” in the marketplace in no way implies that they can withstand hunting pressure elsewhere and so should be of little concern to conservationists. I reveal that such species, despite their high intrinsic rates of population growth, are not robust elsewhere. Several of them have disappeared from a network of protected areas in Ghana (Brashares and others 2001). I show that faster-reproducing species are not necessarily more likely to persist in protected areas. The mere presence of fast-reproducing species in a mature bushmeat market should not be construed as generalizable robustness; criteria for ecological sustainability should ensure viability; and harvested species should be robust, not highly prone to extinction, in protected areas.     

Sustainability in the USA and New Zealand: explaining and addressing the implementation gap in local government

This paper describes the frustrating reality of sustainability implementation in the USA and New Zealand (NZ), an early adopter of sustainability mandates. Local government has a key role in implementation, but has been slow to uptake sustainable practices. We surveyed senior planners in small to medium-sized local government agencies in both countries to identify which features of local government support (or hinder) sustainability in practice.

Environmentally sustainable practices are not well entrenched in either country. In the USA, the framing of sustainability and public support are significant predictors of implementation. However, sustainability is rarely a priority. In NZ, local government capacity is the main driver of implementation. We recommend that planners promote sustainability values, reconcile economic development goals with sustainability (e.g., green economy model), and translate public support for sustainability into institutional priorities. NZ localities also need increased capacity and US localities need continued Federal and State support.     

Exploring the perceived impacts of a public high school closure for urban liveability in a Canadian midsized city

ABSTRACT

Public schools are more than educational institutions; they are essential to creating liveable neighbourhoods. Despite their importance, public schools are being permanently closed across North America, and particularly in the Canadian province of Ontario. In 2015, one of Ontario's public school boards made the decision to permanently close the province's oldest public high school, located in the urban core of the historic midsized city of Kingston. While the school is not scheduled to close until late 2019, the established fate of this prominent public asset has important consequences for the liveability of Kingston's urban core. Accordingly, the objective of this study was to document residents’ perceived impacts of the decision to close to Kingston Collegiate Vocational Institute (KCVI) on liveability in the school's catchment area. We observed widespread dissatisfaction with the decision to close KCVI (85%), with large proportions of respondents (above 40%) anticipating KCVI's closure to negatively impact neighbourhood liveability in various ways in the future. Approximately one-quarter of respondents indicated that they have considered moving as a result of the decision, and among these, concerns about negative impacts to household-level well-being were particularly acute. Given the socio-demographic profile of respondents who have considered moving, these findings suggest that the closure of KCVI could have a destabilising effect on the neighbourhoods within the KCVI catchment area by driving families out of the city's urban core. Our findings suggest that policies to address concerns of under-enrolment are short-sighted and undermine efforts of other sectors to promote liveable communities.     

Environmental Justice 2.0: new Latino environmentalism in Los Angeles

This paper presents the results of ethnographic research conducted with several environmental justice (EJ) organisations in Latino communities of Los Angeles, California. Traditional EJ politics revolves around research and advocacy to reduce discriminatory environmental exposures, risks, and impacts. However, I argue that in recent years there has been a qualitative change in EJ politics, characterised by four main elements: (1) a move away from the reaction to urban environmental “bads” (e.g. polluting industries) in the city towards a focus on the production of nature in the city; (2) strategies that are less dependent on the legal, bureaucratic, and technical “regulatory route”; (3) the formation of a distinctive “Latino environmental ethic” that offers a more complex consideration of the place of race in EJ organising; and (4) a spatial organisation of EJ politics that moves away from hyperlocal, vertical organisation towards diversified city-wide networks that include EJ organisations, mainstream environmental groups, nonprofits, foundations, and entrepreneurs. This shift in EJ movement politics is shaped by broader political-economic changes, including the shift from post-Fordist to neoliberal and now green economy models of urban development; the influence of neoliberal multiculturalism in urban politics; and the increasingly prominent role of Latinos in city, state, and national politics. New spaces of Latino EJ also reflect the ambitions of Los Angeles as a global city, with urban growth increasingly framed in an international discourse of sustainability that combines quality of life, environmental, and economic development rationales.     

Global Reporting Initiative Guidelines: An Evaluation of Sustainable Development Metrics for Industry

How can we monitor companies' progress towards the goal of sustainability? No one set of metrics is recognized universally, although several approaches have been proposed. This article uses the environmental reports of ten leading companies to evaluate the GRI Sustainability Reporting Guidelines. © 2001 John Wiley & Sons, Inc.     

Educational issues, school settings, and environmental psychology

This paper reviews selected research on classroom and school environments, using a framework that views schools from three perspectives—as places for learning, as places for socialization and as places for psychological development. Studies are included that deal with the impact of noise and classroom design on learning; the relationship between seating position, achievement and status; spatial cognition; the classroom environment and sex role stereotyping; privacy; and density. The need for classrooms to enhance children's feelings of competence, security and self-esteem is also stressed. The goal of the paper is to point out ways in which environmental psychologists can contribute to the improvement of the educational system and to the quality of life in schools.     

Evaluating the efficacy of adaptive management approaches: Is there a formula for success?

Within the field of natural-resources management, the application of adaptive management is appropriate for complex problems high in uncertainty. Adaptive management is becoming an increasingly popular management-decision tool within the scientific community and has developed into two primary schools of thought: the Resilience-Experimentalist School (with high emphasis on stakeholder involvement, resilience, and highly complex models) and the Decision-Theoretic School (which results in relatively simple models through emphasizing stakeholder involvement for identifying management objectives). Because of these differences, adaptive management plans implemented under each of these schools may yield varying levels of success. We evaluated peer-reviewed literature focused on incorporation of adaptive management to identify components of successful adaptive management plans. Our evaluation included adaptive management elements such as stakeholder involvement, definitions of management objectives and actions, use and complexity of predictive models, and the sequence in which these elements were applied. We also defined a scale of degrees of success to make comparisons between the two adaptive management schools of thought. Our results include the relationship between the adaptive management process documented in the reviewed literature and our defined continuum of successful outcomes. Our data suggest an increase in the number of published articles with substantive discussion of adaptive management from 2000 to 2009 at a mean rate of annual change of 0.92 (r2 = 0.56). Additionally, our examination of data for temporal patterns related to each school resulted in an increase in acknowledgement of the Decision-Theoretic School of thought at a mean annual rate of change of 0.02 (r2 = 0.6679) and a stable acknowledgement for the Resilience-Experimentalist School of thought (r2 = 0.0042; slope = 0.0013). Identifying the elements of successful adaptive management will be advantageous to natural-resources managers considering adaptive management as a decision tool.     

Environmental education in Sweden

Summary Schools and higher education institutions in Sweden have developed a wide range of innovative and demanding curricula to meet the objectives of Sweden's environmental policy. Environmental education in compulsory schools is taught principally through biological sciences, although social studies are beginning to occupy a substantial component of the environmental curriculum. Upper secondary schools offer more opportunities to develop environmental awareness, understanding and practical skills than comparable sixth form and post-secondary colleges in England. In Sweden there is a strong emphasis on practical work developed through projects based on contemporary environmental issues and their resolution. The development of environmental education has been well supported by a substantial input of new resources, especially materials developed by the Swedish Environmental Protection Agency and Industry. Universities have also begun to adopt new organisational structures to help develop inter-disciplinary teaching and research teams. Several universities are experimenting with common core courses, parts of which comprise environmental elements.Dr P. Brown is currently Visiting Professor of Environmental Education, in the School of Natural Sciences at the University of Hertfordshire. All five authors were until recetly members of Her Majesty's Education Service Inspectorate.     

Participatory development for regional sustainability in Western Australia: an enabling state?

Regionally specific sustainability processes that account for diverse environments and populations and that integrate social, economic, political and ecological spheres are being developed in Western Australia. A coordinated commitment to sustainability principles and a participatory philosophy by the state and local governments is necessary. This requires a transformation of the public service, from a director of passive programmes and laws to a facilitator of community projects and outcomes, towards an enabling state. An international participatory paradigm provides an array of concepts and methods for local and regional communities in partnership with government and industry to achieve this. Participatory methodologies are utilised successfully around the globe to create an institutional framework that facilitates a process of dialogue, partnership, networking, learning and managing change. This paper examines the potential contribution of a participatory approach to improve the participatory capacity of regional communities and both local and state governments towards the facilitation of regional sustainability processes.     

Participatory development for regional sustainability in Western Australia: an enabling state?

Regionally specific sustainability processes that account for diverse environments and populations and that integrate social, economic, political and ecological spheres are being developed in Western Australia. A coordinated commitment to sustainability principles and a participatory philosophy by the state and local governments is necessary. This requires a transformation of the public service, from a director of passive programmes and laws to a facilitator of community projects and outcomes, towards an enabling state. An international participatory paradigm provides an array of concepts and methods for local and regional communities in partnership with government and industry to achieve this. Participatory methodologies are utilised successfully around the globe to create an institutional framework that facilitates a process of dialogue, partnership, networking, learning and managing change. This paper examines the potential contribution of a participatory approach to improve the participatory capacity of regional communities and both local and state governments towards the facilitation of regional sustainability processes.     

Sustainability indicator system and policy processes in Malaysia: a framework for utilisation and learning

Formulation of effective sustainability indicators for national assessment demands a comprehensive understanding of the utilisation, diffusion and dissemination of information in policy processes. To illustrate the dynamic of sustainability assessment within the context of policy processes, this paper uses a case study of national sustainability indicators development in Malaysia. Subsequently, this paper ascribes the limited achievement of national sustainability assessment in Malaysia to four types of constraints: meta-policy issues; technical capacities; communication concerns; and the inherent knowledge gaps within the indicator developer community vis-a-vis their theoretical limitations. It is proposed that such constraints will be encountered in many countries. Drawing from the literature on public policy, this paper outlines a framework for investigating indicator behaviour within policy processes based on well-established concepts such as knowledge utilisation and policy learning. I conclude this paper by elaborating on the corresponding future challenges that must be addressed before effective integration of sustainability indicators within policy systems can occur.     

Human Habitat,Space and Place

This article is a conceptual contribution on how to make human habitat more sustainable. Taking Heidegger’s conception of “dwelling” as a starting point, a new form of understanding the organization of the city as a human habitat is proposed. It is argued that human habitat is today in crisis and that such crisis has its roots in a spatial understanding of human dwelling, disregarding its temporal-historical dimension. For long time, the city has been considered as a physical “place” and its organization—the urban planning—has been addressed in terms of “locating” (building). Many of the challenges in organizing habitat are the result of reducing the organization of the city to the organization of physical space. One of these is the conflict between preservation and development, a central issue in approaching sustainability. The aim of this article is to propose a new perspective on the organization of human dwelling, which overcomes the spatial-based conception of habitat and involves its temporal dimension. The meaning of human “habitat” as a historical process for developing “habits” will be recovered, and the implications for organization of the city considered. Human habitat is above all an ethical space (ethos), constituted in a spatial–temporal process of developing learning and capabilities. This habitat can be shared and developed infinitely so that a pathway is opened for overcoming the logic of competition and the conflict between sustainability and development. Finally, three forms of the human habitat as an “ethical space” are proposed.     

Students' awareness of the urban environment in a small Greek city

Guided and open ended questionnaires are distributed to secondary school students in the small Greek city of Serres in order to study their preconceptions about the urban environment. According to students' responses the word city is mostly connected with negative natural, social and structural features. Evidence is provided that young people are developing a reasonable conscious of environmental issues, especially regarding acute everyday aspects of city life, e.g. solid waste management. Places of entertainment and leisure as well as places representing the history of the city are also highly appreciated. Noticeably, students have only a limited knowledge of the living species of their city, identifing as such mostly pets and other relatively large animals but almost no plants. Finally, a comparison is conducted with an analogous study from the small Spanish city of Orense leading to similar conclusions, a fact which lends support to the notion of a common European environmental education policy.     

School building condition,school attendance,and academic achievement in New York City public schools: A mediation model

Little is known about how the condition of school facilities affects academic outcomes. This study examines the role of school attendance as a mediator in the relationship between facilities in disrepair and student grades in city and state tests. Data on building condition and results from English Language Arts (ELA) and Mathematics (Math) standardized tests were analyzed using a sample of 95 elementary schools in New York City. Variables relevant to academic achievement such as ethnicity, socioeconomic status, teacher quality, and school size were used as covariates. In run-down school facilities students attended less days on average and therefore had lower grades in ELA and Math standardized tests. Attendance was found to be a full mediator for grades in ELA and a partial mediator for grades in Math. This study provides empirical evidence of the effects of building quality on academic outcomes and considers the social justice issues related to this phenomenon.     

Reflexive governance: exploring the concept and assessing its critical potential for sustainable development. Introduction to the special issue

ABSTRACT

Elaborated in publications on transition management, sustainability governance and deliberative environmental governance, ‘reflexive governance’ addresses concerns about social-ecological vulnerabilities, flawed conceptualisations of human-nature relations fragmented governance regimes and conditions for a sustainability transition. Key barriers to reflexive government include unavoidable politics; the influence of broader discursive systems that shape actors’ strategic interests; and structural and deliberate limitations to the range of admitted epistemological understandings, normative perspectives and material practices. Against this background, the contributions to the special issue provide novel conceptual linkages between reflexive governance and boundary objects, intercultural dialogue, conflict management heuristics, discourse linguistics, theories of the policy cycle and reflexive law, network and learning theories, and Lasswell’s ‘developmental constructs’. Based on the contributions, we identify five inherent conceptual tensions of reflexive governance: between the openness of horizontal learning processes and the desired direction towards sustainable development; between reflexive governance as a normative or procedural concept; between expected learning orientations and other, strategic orientations; between governance as a precondition for reflexivity and reflexive learning as a precondition for reorganized governance structures; and between reflexivity as an open-ended, evolutionary process and the need to strategically defend the space for reflexivity against powerful groups with an interest in the status quo.     

Sustainability: through cross-cultural community garden activities

ABSTRACT

Indigenous people, international students, immigrants, and refugee families are particularly vulnerable populations that experience a lack of sustainability for various reasons, including lack of belonging and networks, low income, mental stress, and discrimination. Following a relational participatory action research (PAR) process, this study explores the concept of sustainability among First Nations, visible minorities, and non-visible minorities through cross-cultural activities, such as dance and music, children’s art activities, anti-racist workshops, traditional story-sharing, land-based learning, and cross-cultural food sharing in a community garden setting. This paper argues that cross-cultural activities among First Nations, visible and non-visible minorities in a community garden can create positive change in an urban environment by empowering communities through cross-cultural bridging. Throughout the last six years of my participation in various cross-cultural activities, I have learned that empowerment through cross-cultural activities adheres to particular forms of agency: interspecies communication, community building, and learning about decolonisation and reconciliation. This study provides valuable insights for educators whose goals include incorporating land-based learning as well as creating a sense of belonging among cross-cultural communities, ultimately leading to community sustainability.     

Environmental education research news

Summary The literature of education is replete with studies concerning attitudes and values as they exist, and the results of efforts to cause changes in attitudes in desired directions. It is clear that student attitudes toward learning are positively related to learning itself, and that student attitudes toward environmental concerns can be influenced by changes in cognitive knowledge levels. But much of the research has produced inconsistent results; much remains to be learned about precise relationships between and among attitudes/values, cognitive knowledge, and environmental activity.Compiled by John F. Disinger, Professor, School of Natural Resources, The Ohio State University, Columbus, Ohio 43210-1085, USA; also Associate Director, Educational Resources Information Center (ERIC) Clearinghouse for Science, Mathematics, and Environmental Education (SMEAC).