This paper adopts a problematising review approach to examine the extent of mitigating climate change research in the sustainable tourism literature. As climate change has developed into an existential global environmental crisis and while tourism's emissions are still increasing, one would expect it to be at the heart of sustainable tourism research. However, from a corpus of 2573 journal articles featuring ‘sustainable tourism’ in their title, abstract, or keywords, only 6.5% covered climate change mitigation. Our critical content analysis of 35 of the most influential papers found that the current methods, scope and traditions of tourism research hamper effective and in-depth research into climate change. Transport, the greatest contributor to tourism's emissions, was mostly overlooked, and weak definitions of sustainability were common. Tight system boundaries, lack of common definitions and incomplete data within tourism studies appear to hamper assessing ways to mitigate tourism's contribution to climate change.
MULTIFILE
Today professionals have to deal with more uncertainties in their field than before. We live in complex and rapidly changing environments. The British philosopher Ronald Barnett adds the term ‘supercomplexity’ to highlight the fact that ‘we can no longer be sure how even to describe the world that faces us’ (Barnett, 2004). Uncertainty is, nevertheless, not a highly appreciated notion. An obvious response to uncertainty is to reduce it– or even better, to wipe it away. The assumption of this approach is that uncertainty has no advantages. This assumption is, however, not correct as several contemporary authors have argued. Rather than problematising uncertainty, I will investigate the pros and cons of embedding uncertainty in educational practice of professional higher education. In order to thoroughly explore the probabilities and challenges that uncertainty poses in education, I will dwell on the radical ideas on uncertainty of the German philosopher Friedrich Nietzsche. In The Birth of Tragedy (1872) he recognizes two forces: the Apollinian, that is the pursuit of order and coherence, and the Dionysian, that is the human tendency to nullify all systematization and idealisation. Uncertainty is part of the Dionysian. I will argue that when educators take Nietzsche’s plea to make room for the Dionysian to heart, they can better prepare students for an uncertain world. If and only if students are encouraged to deploy both tendencies – the Apollinian and the Dionysian – they can become professionals who are able to stand their ground in an uncertain and changing (professional) world. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. https://doi.org/10.1111/1467-9752.12038
MULTIFILE
The number of people who combine work and unpaid care is increasing rapidly as more people need care, public and private care systems are progressively under pressure and more people are required to work for longer. Without adequate support, these working carers may experience detrimental effects on their well-being. To adequately support working carers, it is important to first understand the challenges they face. A scoping review was carried out, using Arksey and O’Malley's framework, to map the challenges of combining work and care and solutions described in the literature to address these challenges. The search included academic and grey literature between 2008 and 2018 and was conducted in April 2018, using electronic academic databases and reference list checks. Ninety-two publications were mapped, and the content analysed thematically. A conceptual framework was derived from the analysis which identified primary challenges (C1), directly resulting from combining work and care, primary solutions (S1) aiming to address these, secondary challenges (C2) resulting from solutions and secondary solutions (S2) aiming to address secondary challenges. Primary challenges were: (a) high and/or competing demands; (b) psychosocial/-emotional stressors; (c) distance; (d) carer's health; (e) returning to work; and (f) financial pressure. This framework serves to help those aiming to support working carers to better understand the challenges they face and those developing solutions for the challenges of combining work and care to consider potential consequences or barriers. Gaps in the literature have been identified and discussed.
DOCUMENT
The research explores what the SDG Framework, on the basis of the two major SDG challenges -the complexity challenge and the silo challenge-, are demanding of HEIs in terms of SDG Governance, the formulation of its Third Mission, its internal alignment to integrate the SDG and equip the Research and Educational departments with the right SDG competences. The research uses the conceptual approach of Intended SDG Policies, Actual SDG Practice and SDG Perceptions. Recent and relatively young SDG literature is explored and it draws conclusions that there are assumptions on the feasibility of achieving them. Are SDGs aspirational or inspirational? And should the Framework be considered a temporarily binding guidance rather than a global enforcement mechanism to prevent depletion of our social and natural capital? Much SDG research stops at providing analytical frameworks and tools to grapple with the complexity of SDG’s synergies, tradeoffs and spill-over effects. Some literature and tools are available on SDG pathways of urgency and priority ranking but this contradicts the Transformational claims of the SDGs of being Integrative, Indivisible and Universal. A theoretical and practical gap is observed how the SDGs must be viewed in the global community of national policies. But also as a derivative : How can organisations, private and public, view and address the challenges of the SDG Framework?
DOCUMENT
In this article we focus upon a division between generalized schools of philosophical and ethical thought about culture and conservation. There is an ongoing debate playing out over conservation between those who believe conservation threatens community livelihoods and traditional practices, and those who believe conservation is essential to protect nonhuman species from the impact of human development and population growth. We argue for reconciliation between these schools of thought and a cooperative push toward the cultivation of an environmentally-focused perspective that embraces not only social and economic justice but also concern for non-human species. Our goal is to underline the ethics and tangible benefits that may result from combining the cultural data and knowledge of the social sciences with understanding of environmental science and conservation. We highlight instances in which social scientists overlook their own anthropocentric bias in relationship to ecological justice, or justice for all species, in favor of exclusive social justice among people. We focus on the polemical stances of this debate in order to emphasize the importance of a middle road of cooperation that acknowledges the rights of human and nonhuman species, alike. In conclusion, we present an alternative set of ethics and research activities for social scientists concerned with conservation and offer ideas on how to reconcile the conflicting interests of people and the environment. https://doi.org/10.1016/j.biocon.2015.01.030 https://www.linkedin.com/in/helenkopnina/
MULTIFILE
Abstract Aims: To identify crucial programme characteristics and group mechanisms of, and lessons learned from hindrances in an empowerment programme for certified nursing assistants and contribute to the development of similar programmes in other care settings. Design: Exploratory qualitative study. Methods: Between May 2017 and September 2020, we used in-depth interviews and participant observations to study four groups participating in an empowerment programme for certified nursing assistants (N = 44). Results: We identified three crucial empowerment-enhancing programme characteristics: (1) inviting participants to move outside their comfort zone of caregiving; (2) stimulating the use of untapped talents, competencies and interests; (3) supporting the rediscovery of participants' occupational role and worth. Crucial group mechanisms encompassed learning from and with each other, as well as mechanisms of selfcorrection and self-motivation. Hindrances included a perceived lack of direction, and a lack of organizational support and facilitation. Conclusion: We showed the significance of creating an inviting and stimulating environment in which participants can explore and function in ways they otherwise would not. Likewise, we identified how this can help participants learn from, critically correct and motivate one another. Impact: The programme under study was uniquely aimed to empower certified nursing assistants. Our insights on crucial programme characteristics and group mechanisms may benefit those who develop empowerment programmes, but also policymakers and managers in supporting certified nursing assistants and other nursing professions in empowerment endeavours. Such empowerment may enhance employee retention and make occupational members more likely to address challenges affecting their occupational group and the long-term care sector
DOCUMENT
Abstract Aims: To identify crucial programme characteristics and group mechanisms of, and lessons learned from hindrances in an empowerment programme for certified nursing assistants and contribute to the development of similar programmes in other care settings. Design: Exploratory qualitative study. Methods: Between May 2017 and September 2020, we used in-depth interviews and participant observations to study four groups participating in an empowerment programme for certified nursing assistants (N = 44). Results: We identified three crucial empowerment-enhancing programme characteristics: (1) inviting participants to move outside their comfort zone of caregiving; (2) stimulating the use of untapped talents, competencies and interests; (3) supporting the rediscovery of participants' occupational role and worth. Crucial group mechanisms encompassed learning from and with each other, as well as mechanisms of self-correction and self-motivation. Hindrances included a perceived lack of direction, and a lack of organizational support and facilitation. Conclusion: We showed the significance of creating an inviting and stimulating environment in which participants can explore and function in ways they otherwise would not. Likewise, we identified how this can help participants learn from, critically correct and motivate one another. Impact: The programme under study was uniquely aimed to empower certified nursing assistants. Our insights on crucial programme characteristics and group mechanisms may benefit those who develop empowerment programmes, but also policymakers and managers in supporting certified nursing assistants and other nursing professions in empowerment endeavours. Such empowerment may enhance employee retention and make occupational members more likely to address challenges affecting their occupational group and the long-term care sector.
DOCUMENT
This article explores cooperation between a commercial supermarket chain and an environmental non-governmental organization linking it to consumer perception of the “The Super Animals” collectable cards promotion initiative. The case study focuses on one particular joint project involving Animal Cards that was initiated by the supermarket Albert Heijn and the World Wide Fund for Nature in The Netherlands. Based on this case, environmental non-governmental organizations’ strategic choices in the context of contesting discourses of sustainability and consumption, as well as implications for environmental education, are addressed. This article combines three strands of the literature – on sustainable consumption, on strategic cooperation between commercial companies and environmental non-governmental organizations and on environmental education. It is argued that the Animal Cards initiative presents an ambiguous case by both attempting to enhance environmental awareness and promoting consumption, opening up questions about the value of such cooperative ventures to the objectives of environmental education. It is concluded that cross-sector partnerships have the potential to lead to improvements in corporate social responsibility and environmental awareness among consumers but simultaneously pose the danger of undermining the critical stance toward consumption. https://doi.org/10.1177/1469540514556170 LinkedIn: https://www.linkedin.com/in/helenkopnina/
MULTIFILE
Background: On two Care Innovation Units in the Netherlands, staff, students and Lecturer Practitioners work intensively together to provide care, create a rich learning environment, and to foster innovation and research. In striving to advance the quality of care and to develop person centred cultures a preference is given to participative forms of research in which diverse experiences and different types of knowledge are valued. Aims and Objectives: The research described here had two overarching aims: the improvement of practice situations and the encouragement of the integration of work and learning. This article focuses on our actions and learning with respect to fostering participation during this project. Design and methods: Within the action research methodology used, participative work-forms and research methods were chosen. For example, a responsive approach to evaluation of practice, use of narratives and the stimulation and use of creativity to help in exploring and sharing feelings, values and different forms of knowledge. In this article we use Arnstein's ladder of citizen participation to frame our reflection on enabling participation within this project. Results Participation took various forms and vacillated throughout the project. In addition to particular facilitation strategies, four factors emerged as influential in enabling or inhibiting aspects of participation among stakeholders: individual motivations and interests, the make-up of and atmosphere within the group, and the time made available to engage in research activities. Conclusions Participation in research is both more complex and dynamic than Arnstein's typology suggests. Moving 'up' the ladder may not be appropriate as a goal in and of itself. Instead, meeting and responding to each other's situations, as stakeholders, seems a more appropriate focus. Taking responsibility, as facilitator, for certain research activities, can free other participants to focus on elements which interest them and from which they derive satisfaction.
LINK
Worldwide, pupils with migrant backgrounds do not participate in school STEM subjects as successfully as their peers. Migrant pupils’ subject-specific language proficiency lags behind, which hinders participation and learning. Primary teachers experience difficulty in teaching STEM as well as promoting required language development. This study investigates how a professional development program (PDP) focusing on inclusive STEM teaching can promote teacher learning of language-promoting strategies (promoting interaction, scaffolding language and using multilingual resources). Participants were five case study teachers in multilingual schools in the Netherlands (N = 2), Sweden (N = 1) and Norway (N = 2), who taught in primary classrooms with migrant pupils. The PDP focused on three STEM units (sound, maintenance, plant growth) and language-promoting strategies. To trace teachers’ learning, three interviews were conducted with each of the five teachers (one after each unit). The teachers also filled in digital logs (one after each unit). The interviews showed positive changes in teachers’ awareness, beliefs and attitudes towards language-supporting strategies. However, changes in practice and intentions for practice were reported to a lesser extent. This study shows that a PDP can be an effective starting point for teacher learning regarding inclusive STEM teaching. It also illuminates possible enablers (e.g., fostering language awareness) or hinderers (e.g., teachers’ limited STEM knowledge) to be considered in future PDP design.
LINK
