Does social justice knowledge matter? Education for sustainable development and student attitudes

Recent conjecture on the potential primacy of physical environmental components in education for sustainable development (ESD) efforts serves to question the centrality of social justice education as a component of ESD. This research explores a sustainable development student’s basic knowledge of social justice conditions in their country of residence and its relationships to policy attitudes that should be of importance to ESD, including beliefs about the importance of corporate social responsibility, their endorsement of gross national product as an effective measure of progress, their overall assessment of the social fairness of current national social justice policy, and their endorsement of the goals of Occupy Wall Street. Results obtained using path-model hypothesis testing indicate that accuracy of knowledge of US standing on social justice issues is significantly related to these policy attitudes, providing support for social justice content in ESD endeavors to create students empowered for engagement in broader policy goals.     

Assessing and managing intensification in smallholder dairy systems for food and nutrition security in Sub-Saharan Africa

Smallholder farmers play an important part in the dairy value chain in Sub-Saharan Africa. Three technological approaches have been used to improve productivity. These are through, applying agricultural ecological processes (ecological intensification), utilising modern livestock breeding (genetic intensification), and socio-economic intensification. Ecological intensification includes continuous housing of cows applying a cut-and-carry feeding system, introduction of purpose-bred forages and pastures, and the introduction of agro-forestry within the dairy systems. Genetic intensification strategies include: importation of dairy breeds such as Holstein–Friesian (HF) and cross-breeding of the indigenous breeds with HF. Training and capacity-building activities to create sustainable livelihoods have been initiated for farming and technological practices of animal husbandry, but also to enhance appropriate leadership and corporative-building skills that would create and support an enabling environment for sustainability. These improvements and initiatives in the service delivery have been championed by national governments, development partner institutions, or non-governmental organisations through different programmes. Challenges of intensification include matching management to genetic potential of imported and cross-bred improved dairy breeds, ensuring low post-harvest losses, proper utilisation, and reducing environmental impact. Using examples from Kenya, Malawi, Mozambique, Tanzania, and Zambia, this paper reviews the management and assessment approaches used in fostering smallholder dairy development strategies and dairy’s contribution to sustainable livelihoods in the face of intensification.     

Restoring ecosystems,restoring community: socioeconomic and cultural dimensions of a community-based coral reef restoration project

Environmental restoration projects are commonly touted for their ecological positives, but such projects can also provide significant socioeconomic and cultural benefits to local communities. We assessed the social dimensions of a large-scale coral reef restoration project in Maunalua Bay, O‘ahu, where >1.32 million kg of invasive marine macroalgae was removed from 11 hectares (90,000 m²; 23 acres) of impacted coral reef in an urbanized setting. We interviewed 131 community stakeholders and analyzed both quantitative and qualitative data to assess human uses of the environment, assess perceptions of environmental health, and characterize social dimensions (+/?) associated with the invasive algae removal effort. Results indicate substantial direct economic benefits, including the creation of more than 60+ jobs, benefiting more than 250 individuals and 81 households. The project helped develop a skilled workforce in a local business dedicated to environmental restoration and increased the capacity of community organizations to address other threats to reefs and watersheds. Other major benefits include revitalization of Native Hawaiian cultural practices and traditions and the successful use of harvested invasive algae as compost by local farmers. Our results show the project heightened community awareness and a broader sense of stewardship in the area, creating enabling conditions for collective community action. Our findings show that restoration projects that explicitly incorporate efforts to build community awareness, involvement, and a shared responsibility for a site may ultimately create the long-term capacity for sustainable stewardship programs. We conclude by discussing lessons learned for engaging productively with communities in environmental restoration and stewardship, which remains a central focus in conservation worldwide.     

Climate change,multiple stressors and human vulnerability: a systematic review

We systematically reviewed current climate change literature in order to examine how multiple processes that affect human vulnerability have been studied. Of the 125 reviewed articles, 79 % were published after 2009. There are numerous concepts that point out to stressors other than climate change that were used in reviewed studies. These different concepts were used interchangeably, and they illustrate processes that act on different scales. Most widely used concepts included non-climatic (40 % of the articles), multiple stressors (38 %) and other factors (37 %). About 75 % of the studies either acknowledged or carefully analyzed the social and environmental context in which vulnerability is experienced. One-third of the studies recognized climate change-related stressors as the most important, one-third argued that stressors other than climate are more important, and the rest of the studies did not analyze the relative importance of the different processes. Interactions between different stressors were mentioned in 76 % and analyzed explicitly in 28 % of the articles. Our review shows that there are studies that analyze the social context of vulnerability within climate change-related literature and this literature is rapidly expanding. Reviewed studies point out that there are multiple interacting stressors, whose interlinkages need to be carefully analyzed and targeted by policies, which integrate adaptation to climate change and other stressors. In conclusion, we suggest that future studies should include analytical frameworks that reflect dissimilarities between different types of stressors, methodological triangulation to identify key stressors and analysis of interactions between multiple stressors across different scales.     

Energy policy evaluation in practice: the case of production subsidies and DEN-B in the Netherlands

This paper describes how energy policy can be evaluated in practice. The goal is to make policy makers aware of how an evaluation can be based on scientific principles and to help economists appreciate how an evaluation can be performed if strong empirical evidence is lacking. We have built a basic evaluation framework and have applied this to a selection of Dutch energy policy instruments, namely production subsidies and their complementary non-financial instrument, DEN-B. Our evaluation criterion was effectiveness, defined as the extent to which policy instruments contribute to achieving policy goals. The evaluation was based on existing ex post evaluations complemented by interviews and other available data. We conclude that production subsidies and DEN-B were (partly) effective. Furthermore, the Dutch government increased effectiveness by reconsidering the design of production subsidies. We also formulate lessons for future policy evaluations and energy markets policies.     

A review of vulnerability indicators for deltaic social–ecological systems

The sustainability of deltas worldwide is under threat due to the consequences of global environmental change (including climate change) and human interventions in deltaic landscapes. Understanding these systems is becoming increasingly important to assess threats to and opportunities for long-term sustainable development. Here, we propose a simplified, yet inclusive social–ecological system (SES)-centered risk and vulnerability framework and a list of indicators proven to be useful in past delta assessments. In total, 236 indicators were identified through a structured review of peer-reviewed literature performed for three globally relevant deltas—the Mekong, the Ganges–Brahmaputra–Meghna and the Amazon. These are meant to serve as a preliminary “library” of potential indicators to be used for future vulnerability assessments. Based on the reviewed studies, we identified disparities in the availability of indicators to populate some of the vulnerability domains of the proposed framework, as comprehensive social–ecological assessments were seldom implemented in the past. Even in assessments explicitly aiming to capture both the social and the ecological system, there were many more indicators for social susceptibility and coping/adaptive capacities as compared to those relevant for characterizing ecosystem susceptibility or robustness. Moreover, there is a lack of multi-hazard approaches accounting for the specific vulnerability profile of sub-delta areas. We advocate for more comprehensive, truly social–ecological assessments which respond to multi-hazard settings and recognize within-delta differences in vulnerability and risk. Such assessments could make use of the proposed framework and list of indicators as a starting point and amend it with new indicators that would allow capturing the complexity as well as the multi-hazard exposure in a typical delta SES.     

Utilizing international networks for accelerating research and learning in transformational sustainability science

A promising approach for addressing sustainability problems is to recognize the unique conditions of a particular place, such as problem features and solution capabilities, and adopt and adapt solutions developed at other places around the world. Therefore, research and teaching in international networks becomes critical, as it allows for accelerating learning by sharing problem understandings, successful solutions, and important contextual considerations. This article identifies eight distinct types of research and teaching collaborations in international networks that can support such accelerated learning. The four research types are, with increasing intensity of collaboration: (1) solution adoption; (2) solution consultation; (3) joint research on different problems; and (4) joint research on similar problems. The four teaching types are, with increasing intensity of collaboration: (1) adopted course; (2) course with visiting faculty; (3) joint course with traveling faculty; and (4) joint course with traveling students. The typology is illustrated by extending existing research and teaching projects on urban sustainability in the International Network of Programs in Sustainability, with partner universities from Europe, North America, Asia, and Africa. The article concludes with challenges and strategies for extending individual projects into collaborations in international networks.     

Conservation of animals traded for medicinal purposes in Brazil: Can products derived from plants or domestic animals replace products of wild animals?

Regional Environmental Change - The use and trade of animals in traditional medicine involves many different species, some of which are threatened with extinction. Thus, evaluating biological and...     

A review of potential physical impacts on harbours in the Mediterranean Sea under climate change

Regional Environmental Change - The potential impact of climate change on port operations and infrastructures has received much less attention than the corresponding impact for beach systems....     

Framing for resilience through social learning: impacts of environmental stewardship on youth in post-disturbance communities

Civic ecology practices, such as community gardening and citizen-led urban reforestation and wetland restoration, provide opportunities for social learning. Because social learning is an important component of community resilience, we suggest that civic ecology practices can be a strategy for responding to and mitigating environmental disturbances in an era threatened by climate change. Despite the links between civic ecology, social learning and community resilience, empirical research that systematically considers these connections is limited. This study addresses this gap by introducing ‘frames’ as an approach to considering social learning outcomes and process. More specifically, we provide a model for investigating the role civic ecology education programs play in shaping youths’ capacity to understand and respond to environmental disturbance. We used participant observation and cognitive mapping to assess social learning among three youth restoration programs working in the wake of Hurricane Sandy in New York, NY, and after the 2013 floods in Boulder, CO. In all three programs, youth demonstrated social learning and cognitive change by shifting their emphasis from the impacts of disturbance towards a solutions-based framing that focused on community, action, and mitigation. However, the depth of these changes was not uniform across all programs, suggesting that variations in program length, community context, social identity, and opportunities for self-defined action may shape overall impacts of programs and youth capacity for future action.