Data, the raw material from which information is derived, is stored, copied, moved and modified more easily than ever. This quantum leap reaches levels outside our imagination. Surrounded by sensors, recommendation systems, invisible algorithms, spreadsheets and blockchains, the ‘difference that makes a difference’ can no longer be identified. Big Data is a More Data ideology, driven by old school hypergrowth premisses. As Nathan Jurgenson once observed: “Big Data always stands in the shadow of the bigger data to come. The assumption is that there is more data today and there will necessarily be even more tomorrow, an expansion that will bring us ever closer to the inevitable pure ‘data totality.” (2) Nothing symbolizes the current hypergrowth obsession better than Big Data. Let’s investigate what happens when we apply degrowth to data and reserve datafication–as a decolonial project, a collective act of refusal, an ultimate sign of boredom. We’re done with you, data system, stand out of my light.
MULTIFILE
Despite the willingness of many educational institutions worldwide to embrace Education for Sustainable Development and Education for Sustainable Development Goals, critical scholars have pointed out that the very enterprise of sustainable development is not without its contradictions. Therefore, any education that engages with sustainable development needs to be carefully reviewed, rather than supported, in its ambition to promote the supposedly universally desirable aims. The rhetoric of sustainable development as meeting the needs of present and future generations is largely anthropocentric in failing to take nonhuman species into account when setting up pragmatic and ethical objectives. Similarly to the Millennium Development Goals (MDGs) that have helped to raise living standards across the world, but have largely failed to address environmental sustainability challenges, the Sustainability Development Goals (SDGs) tend to prioritize “inclusive economic growth” at the expense of ecological integrity, which is very likely to negatively affect not only nonhuman species but also future generations and their quality of life. Thus, as this chapter will argue, universally applicable Education for Sustainable Development Goals (ESDGs) is problematic in the context of addressing the long-term sustainability for both human and nonhuman inhabitants of the planet. Given escalating climate change, biodiversity loss, pollution, and depletion of natural resources, this chapter questions whether ESDGs can qualify as a desirable “quality education”. The paradoxes of sustainable development and ways forward that seem a better alternative for ESDG include indigenous/traditional learning, ecopedagogy, ecocentric education, and education for degrowth, steady-state, and Cradle-to-Cradle and circular economy. Advantages of universal education are also highlighted, as any education that supports basic literacy, numeracy, and values attributed to the intrinsic rights of humans and nonhumans can help students to be equipped to deal with social and environmental challenges. https://doi.org/10.3390/books978-3-03897-893-0-1 LinkedIn: https://www.linkedin.com/in/helenkopnina/
MULTIFILE
Building on the Millennium Development Goals, Education for Sustainable Development (ESD) and Education for Sustainable Development Goals (ESDG) were established. Despite the willingness of many educational institutions worldwide to embrace the SDGs, given escalating sustainability challenges, this article questions whether ESDG is desirable as “an education for the future”. Many challenges outlined by the SDGs are supposed to be solved by “inclusive” or “sustainable” economic growth, assuming that economic growth can be conveniently decoupled from resource consumption. Yet, the current hegemony of the sustainability-through-growth paradigm has actually increased inequalities and pressure on natural resources, exacerbating biodiversity loss, climate change and resulting social tensions. With unreflective support for growth, far from challenging the status quo, the SDGs and consequently, the ESDGs, condone continuing environmental exploitation, depriving millions of species of their right to flourish, and impoverishing future generations. This article creates greater awareness of the paradoxes of sustainable development and encourages teaching for sustainability through various examples of alternative education that emphasizes planetary ethic and degrowth. The alternatives include Indigenous learning, ecopedagogy, ecocentric education, education for steady-state and circular economy, empowerment and liberation. “This is an Accepted Manuscript of an article published by Taylor & Francis in 'Journal of Environmental Education' on 01/20/20, available online: https://www.tandfonline.com/doi/full/10.1080/00958964.2019.1710444 LinkedIn: https://www.linkedin.com/in/helenkopnina/
MULTIFILE
Dit project onderzoekt ontwikkelperspectieven voor de krimpende stad door het realiseren van de Degrowth Daily, een themakrant over Degrowth en de krimpende stad. Tot nu toe wordt de ‘krimpende stad’ vooral als probleem neergezet en is er weinig aandacht voor alternatieve ontwikkelingsperspectieven. Twee vragen staan centraal in dit project: in hoeverre biedt Degrowth een ontwikkelperspectief voor de krimpende stad? En in hoeverre is de krimpende stad geschikt als proeftuin voor praktijken van Degrowth? Het startpunt van het project vormt de notie dat zowel Degrowth als de krimpende stad groei als het dominante ontwikkelingsparadigma in onze samenleving bevragen. De één doet dit vanuit economisch en ecologisch perspectief, de ander vanuit stedenbouwkundigperspectief. Het concept Degrowth raakt de laatste jaren steeds meer in zwang, getuige een toenemende stroom aan academische publicaties, conferenties en andersoortige initiatieven. Er is echter nog weinig over Degrowth vanuit stedenbouwkundig perspectief geschreven. Dit project bouwt voort op het concept ‘kleiner groeien’ (Hermans, 2016) en onderzoekt in hoeverre dit concept mogelijkheden biedt te werken aan een perspectief van “environmental sustainability, social justice and well-being”. De twee onderzoeksvragen worden geadresseerd middels een gerichte literatuurstudie De vondsten hieruit worden getoetst doormiddel van actieonderzoek in de “krimpregio” Parkstad-Limburg. Aan de hand van een focusgroep, interviews en een stakeholder engagement workshop brengt dit onderzoek diverse stakeholder perspectieven samen. Deze perspectieven worden aan de hand van diverse vertelvormen gepresenteerd in de themakrant Degrowth Daily. Deze krant beoogt het maatschappelijke en wetenschappelijke debat over perspectieven voor ‘de krimpende stad’ te verbreden.
The textiles and apparel industry faces increasing regulatory pressure to reduce its negative environmental and social impact. A widely discussed strategy is to extend the active lifecycle of garments through durable, better quality clothing. Durability, however, is an ambiguous concept and a more complex understanding of durability is emerging that goes beyond material strength to notions of emotional, social and functional durability that live in consumers’ mindsets. Our understanding of durability and how it impacts product design, reuse, repair and recycling is limited and businesses find it difficult to incorporate durability into more sustainable and circular business models, particularly where there is also an element of degrowth or slow growth. Additionally, digital technologies, particularly for traceability and product information, are needed and require new organizational capabilities and change. Our project proposes to explore the concept of durability in the apparel and textiles industry, focusing on how various industry actors (e.g. fashion brands, designers, suppliers, consumers) define durability and how they incorporate it into commercially viable circular business models. Our proposal is timely in that local, national and EU research agendas are stimulating sustainable and circular transformation. Nationally, we address questions in the Nationale Wetenschaps Agenda (NWA-ORC), e.g. the call on the theme Ab-initio circular materials design that emphasizes an interdisciplinarity approach for circular redesign and includes aspects of socio-economic relevance, raw material innovations and digital tooling. On the EU level, policies, directives and regulations, so called New Industrial Strategies, are aimed at helping industry towards green and digital transformation. Our proposal is pertinent to the EU Strategy for Sustainable and Circular Textiles and the Transition Pathway for the Textiles Ecosystem. Calls in the near future offer opportunities for the consortium to access funding for continued research and industry collaboration.
