Environment and Sustainability

The growing Environment and Sustainability list is at the heart of our remit to publish quality scholarship that addresses global social challenges.

This list covers a broad spectrum of issues and focuses on the social justice dimensions of environmental sustainability, including in: climate change, environmental politics, developing sustainable economies, transport and sustainability and environmentalist thought and ideology.

The new open access Global Social Challenges Journal incorporates these themes to facilitate critical thinking across disciplines and fields.

Environment and Sustainability

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Transdisciplinarity is all the rage!

This spirited statement, or announcement even, rings true of the contemporary intellectual landscape. The amalgamated term/concept proposes a means to breakdown traditional boundaries, encourage collaboration outside of staid academic spaces and in doing so become a key driver for innovation. Many have bought into this promise. However, amidst the fervour for the promise of fluidity of knowledge and interdisciplinary exchange lies a productive tension between the principles of transness and the inherent fixity of traditional disciplinary structures. Etymologically, they sit on opposites ends of a spectrum indicating flux and fixity. What kind of union does this term portend? What is liminal, or overlooked in the composition these opposing forces?

Our provocation aims to take on a playful troubling in what observe as a limitation of the scope of transdisciplinary work. Drawing on critical perspectives from trans and queer studies, discipline-making and un-disciplining and the energies that heralded the birth of transdisciplinarity, our provocation plays with the tacit ways in which power structures, historical legacies, and implicit biases continue to operate spaces that claim transdisciplinarity. We aim to argue for a more thorough understanding of the interplay between fixity and fluidity, highlighting how acknowledging these dynamics can lead to an expanded palette of work that can leap beyond the current practices of engaged scholarship towards the speculative and outrageous. Through a series of conversations with texts, theorists and activists, our contribution will work to make productive mischief from the periphery.

Open access

This piece elaborates on a ‘new way of thinking’ (Einstein, 1946) that would contribute to overcoming the challenge of climate change and its impacts. This ‘new way’ will have us go beyond using facts and figures alone to persuade and cajole. It will have us stretching our moral imagination (Johnson, 2016) and empathising with people very different from ourselves. It will have us investing in processes of exchange which support the co-creation of knowledge and the future we want together.

Open access

Resilience has become a ubiquitous term. Individuals, communities and societies are increasingly called upon to be resilient and build resilience as a way to withstand and bounce back from compound climate-induced shocks, conflicts, health and economic crises. In this provocation we critically interrogate the potential that resilience holds for moving beyond a world marked by crises and widening inequalities. A multidisciplinary corpus of feminist scholarship conceives of resilience as a conservative and deeply exclusionary biopolitical device. Against this background, we argue that expressions of resilience from above and below firmly guided by principles of care can be seen as serving socially and environmentally just ends. We thus encourage scholars, particularly feminist scholars, to continue engaging and engaging more courageously with these two concepts in a collective effort to reclaim resilience as a transformatory device.

Open access

All international agreements recognise that sustainable development, equity and poverty alleviation are preconditions for the substantial societal and technological transformations required to limit global warming to 1.5°C. A growing body of literature indicates that while climate change undermines the progress of Sustainable Development Goals (SDGs), climate actions also pose several trade-offs with them. Climate adaptation has a largely synergistic relationship with SDGs across various socio-economic contexts. However, climate mitigation’s relationship with SDGs is far more complex. While the need to decarbonise is universal, the pathways to deliver deep decarbonisation vary across contexts and scales and are located within the local socio-economic realities besides local environmental factors. This paper argues that (1) climate mitigation measures in countries like India – with rising income inequality and high social diversity in caste, religion and region – need a tailored assessment approach, (2) carefully mediating climate mitigation measures – like deep decarbonisation – at the local level is crucial to enable transformative change required to meet the Paris Agreement and the UN Agenda 2030, (3) enabling ‘just’ deep decarbonisation or SDG-enabled decarbonisation at the local level requires addressing unmet needs of the vulnerable population even at the cost of increased emissions, and (4) sector-specific decarbonisation strategies at the national level must be translated into the local area’s social, economic, environmental and institutional realities. This paper grounds this approach using the example of the transport sector and applies it in a mid-sized city of India, Udaipur, to illustrate the argument.

Open access
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Since the late 1980s, academics and activists have been drawing attention to a slow-moving global crisis: the ongoing destruction of global linguistic diversity. Despite this attention, language loss has proceeded unabated, and conservative estimates now suggest that around half the world’s languages will no longer be in use by the end of this century. In this provocation, I argue that only a global mass movement has the capacity to change the course of this crisis. I furthermore argue that a rights-based approach, centred on language rights, is our best bet for organising such a movement. Drawing on social movement studies, and my own experience as a language rights researcher and advocate, I explore three key areas where language rights provide the foundations for a mass movement in defence of linguistic diversity. First, I look at how language rights provide a discursive frame that resonates with other movements and clarifies the problem that needs to be addressed. Second, I look at how the concept of language rights can help recruit individuals and organisations into a mass movement and sustain their involvement in the cause. Third, I discuss how language rights provide a basis for effective collective action. In the conclusion I briefly discuss some of the challenges that will need to be overcome in forming a global mass movement for language rights.

Open access

Transdisciplinarity is creative human agency including cognitive, intellectual and behavioural activities of individuals and groups. These activities define and are mutually defined by beliefs and ideas, knowledge and know-how, language and meanings, norms and rules, and opinions and values. The cultivation of transdisciplinary projects should embrace these cultural, social and psychological predispositions because they are core constituents of a trans-anthropo-logic. This requires transcending common research methods used in scientific studies and using scaffolding that facilitates agency, and positioning individuals and groups. However, scientists are rarely trained to pilot projects involving multiple stakeholders with different positions. This article explains why trained facilitators are needed to pilot transdisciplinary projects. They can cultivate transcendence and transgression – both analysed by the late Julie Thompson Klein – beyond the scope and purpose of common research methods. In essence, transdisciplinary practices respect different ontologies and epistemologies while incorporating ethical principles and moral values. The cultivation of transdisciplinary projects should accommodate and reduce asymmetries of power between politicians, public administrators, property owners, researchers and laypeople that are shaped by extant historical and societal variables in specific situations. Transdisciplinary projects should also apply multiple sources of quantitative data and qualitative information that represent the complexity, diversity and perhaps incommensurability of intentions, meanings, perceptions and values about specific subjects or situations. This is being achieved by innovative projects that should become beacons for change.

Open access

This article presents the results of research conducted between 2021 and 2023 by the Albertine Rift Conservation Society (ARCOS) with 240 partners including teachers, learners and parents in six Rwandan schools. A relational knowledge co-creation methodology was used to gain a shared understanding of education and climate change challenges in the schools and co-create solutions using the Eco-Schools problem-based learning pedagogy. The knowledge co-creation processes revealed a negative relationship at the intersection between climate change and quality education which is interrupting successful implementation of both the Competence-Based Curriculum (CBC), and the School Feeding Programme policies of the Government of Rwanda, affecting national progress towards SDG 4 and SDG 13. However, by integrating climate action projects in the CBC, with practical skills and knowledge from parents and wider community members, education barriers caused by poor school conditions, and poor nutrition, health and comfort of learners are being removed, while the quality and relevance of teaching and learning in schools is being improved. The article therefore proposes the Eco-Schools programme as a potential means of simultaneously addressing the UN’s ‘triple crisis’ of inclusion, quality and relevance. Ultimately, by showing that it is possible to transform education in even the most challenged schools, at a relatively low cost, within a very short space of time (one school year) and without large-scale curriculum reform or infrastructure, the findings of this research promote wider, faster and more optimistic progression toward the UNESCO’s ‘Reimagining Education’ vision and the Greening Education Partnership targets.

Open access

This paper offers a novel analysis of how Nepal is delivering its commitment to secondary education provision that is advancing environmental sustainability, tracing a trajectory that begins with national policies relating to environmental sustainability and incorporating the national curriculum framework, textbooks, pedagogies used in classrooms, and learner experiences and anticipated actions. We consider Nepal’s education about and for environmental sustainability in the context of theories of environmental justice, and question if and how secondary provision might promote the behavioural change that Nepal recognises is vital for environmental sustainability. Qualitative data were generated through policy analysis, critical content analysis of secondary-level curriculum and textbooks, classroom observations, semi-structured interviews with 15 teachers and 4 headteachers, and a range of in-person activities with 24 students in purposively selected four community secondary schools in the three diverse locations across Nepal. The results illuminate pronounced disconnections across modalities that indicate incoherence and unresolved debates in the underlying narrative of what environmental sustainability is and the role of education in addressing it. Our findings suggest that learners’ ideas, opinions, thinking and experiences should be encouraged and celebrated in the classroom to aid learners in translating conceptual learning into practical, sustainable behaviours, as well as to contribute to environmental justice. The findings appeal to the concerned stakeholders for their consideration of future policy and programme development that promotes environmental justice through education and establishes a connection between classroom learning and students’ lived experiences through a participatory approach, collaboration, and critical and creative thinking.

Open access

While education is expected to play a significant role in responding to global social challenges, sustainable development discourses often fail to attend to issues of pedagogy, purpose and process. In this paper, we argue that one way to focus arguments on educational practice is through considerations of the relationship between education as justice and education for justice. We do this through discussing one form of justice in education – epistemic justice – and developing our conceptualisation of an epistemic core. Drawing on Elmore’s instructional core, this includes openness to students’ experiences and the place where they live, rich pedagogies and a broad range of epistemic resources. We argue that this is one way that secondary education’s contribution to sustainable and just futures could be made more concretely possible.

Open access