Dirk Kootstra en Jan Veuger, lector Maatschappelijk Vastgoed bij het Kenniscentrum NoorderRuimte hebben de eerste resultaten van het promotieonderzoek van Dirk Kootstra gepubliceerd in de speciale ERES 2015 uitgave.
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This article will discuss the role of environmentalism in environmental education (EE) and education for sustainable development (ESD) in the context of ecopedagogy. Ecopedagogy calls for the remaking of capitalist practices and seeks to re-engage democracy to include multispecies interests in the face of our current global ecological crisis. In this article, the written reports by international business students on the documentary film If a Tree Falls about a radical environmental movement will be discussed. The aim of this article is to reflect upon the question of whether confrontational questions posed by radical environmentalism can move students to re-examine certain central assumptions within their own society and education. The analysis of students’ individual writing assignments after viewing the film is placed in the context of the discussion about the aims of education in relation to environmental advocacy. This case study seeks to provide an example of how environmental advocacy and the objective of pluralistic education can be combined as mutually supportive means of achieving both democratic learning and learning for environmental sustainability. https://doi.org/10.1177/0973408215569119 https://www.linkedin.com/in/helenkopnina/
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The Convention on Biodiversity has developed the concept of ‘ecosystem services’ and ‘natural resources’ in order to describe ways in which humans benefit from healthy ecosystems. Biodiversity, conceived through the economic approach, was recognized to be of great social and economic value to both present and future populations. According to its critics, the economic capture approach might be inadequate in addressing rapid biodiversity loss, since many non-human species do not have an economic value and there may thus be limited grounds for prohibiting or even restricting their destruction. This article aims to examine the concept of biodiversity through competing discourses of sustainability and to discuss the implications for education for sustainable development (ESD). https://doi.org/10.1177/0973408213495606 https://www.linkedin.com/in/helenkopnina/
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Abstract of the lecture that Derk-Jan Stobbelaar gave at the 6th Living Knowledge Conference at Copenhagen.
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The changing climate has an effect on the quality of life in our cities: heavier rainfall (resulting infloodings), longer periods of drought, reduced air and water quality and increasing temperatures incities (heat stress). Awareness about these changes among various stakeholders is of greatimportance. Every Dutch region is required to perform a stresstest indicating the effects of climatechange (o.a. flooding and heatstress) before 2020. The level of execution, area size and level ofparticipation of stakeholders, has intentionally been made flexible.To provide more insight into the approaches and best management practices to climate resilience,this article provides 3 examples of stresstests performed on several levels: single object real estatelevel, city level and national district level. The method ‘stresstestíng’, involves flood and heatstressmodeling, defines the current status of climate adaptation characteristics of an object, city or district.The stresstest form the base line and starting point for the national 3 step approach adaptationstrategy ‘analyse, ambition and action’.The 3 pilots have been evaluated as ‘successful’ by stakeholders and yielded a significant amount ofvaluable information, further improvement is recommended as increasing the participation of theprivate sector, in a ‘quadruple helix approach’. The learning points from these 3 examples ofstresstests will subsequently be implemented in the form of improved stresstesting in the nearfuture in (inter)national cities around the world.
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