Sustainability learning is holistic and complex as it draws on diverse disciplines and can be interpreted differently within individual pedagogies. Embedding sustainability across and within business schools relies on developing suitable boundary objects. These may include representations such as models, frameworks or classificatory schemes that are malleable enough to be adapted for use within the disparate disciplines and pedagogies, yet durable enough to be recognisable and to maintain consistency across them. Boundary objects thus allow the sharing of ways of knowing or practice across various social boundaries. This paper outlines how participatory curriculum development processes can enable sustainability to be embedded in a business school curriculum. Distinct phases of the process were marked by different ways of knowing, as disciplinary-specific academics developed and embedded sustainability into and across curricula. Boundary objects were both outcomes and productive facilitators of this process. They acted as catalysts and attracted ongoing processes of dialogue, debate and meaning-making between these academics. The institutional context provided enabling conditions to legitimize outcomes from the participatory process. The process may be replicable in other business schools by the use of boundary objects.
Civil society organizations were disenfranchised, as were many countries, at COP-15 in Copenhagen in December 2009. The main forces that contributed to this disenfranchisement were not, however, increased registration and the merging of movements within civil society. Poor planning did contribute to the disenfranchisement; however, in cooperation with state actors, this was also to some extent overcome at COP-15. The unusual process by which the Copenhagen Accord was developed did disenfranchise civil society and many countries. Major concerns regarding the undemocratic nature of this process and the inadequacy of the Accord were raised by some countries in the final plenary of COP-15. These countries were backed by a number of civil society organizations that had already denounced the Accord as a non-deal, contributing to the COP not adopting the Accord as a formal decision. The Accord's existence was eventually only noted by the final COP-15 plenary, reflecting this widespread disaffection.
This article explores the pedagogical challenges and ethical dilemmas related to the use of Virtual Interactive Holocaust Survivor Testimony (VIHST) in place of live survivor testimony. The National Holocaust Centre and Museum (UK) uses 3D interactive digital as an attempt to replicate the meaningful learning experiences of listening to a live survivor. Data was collected through interviews with survivors and museum staff. Key findings include how survivors are chosen to participate, whether testimonies can or should be edited for pedagogical purposes, and challenges associated with virtual testimony that do not exist with live survivor testimony.
The contributions of small local non-government organisations (NGOs) in countries at risk from climate change to knowledge creation and action on climate change are rarely considered. This study sought to remedy this by focusing on NGOs in member countries of the Climate Vulnerable Forum (CVF). Analysing data from Intended Nationally Determined Contributions (INDCs), NGO websites and email correspondence with NGO staff through a knowledge brokering typology, this study examines the ways in which local NGOs in five members of the CVF (Afghanistan, Bhutan, Kiribati, Nepal and Tuvalu) take action, generate new knowledge and understandings and contribute to the plans and actions of their government and the international community. The study found that local NGOs are involved in the creation of new knowledge both at the scientific and community level and engage in actions to support adaptation to climate change. However, there are differences in the approaches they take when making contributions to scientific knowledge and climate change debates. The findings of this study suggest the need to reconceptualise the role of local NGOs in small countries at risk from climate change.
This paper examines the relationship between organisations and their ability to contribute to sustainable development through sustainable procurement. Organisations, particularly corporations and government command an increasingly powerful influence on the economy and society and are required to serve a wide range of stakeholders, including the community, shareholders, employees, customers and suppliers. In total, this sector has the potential to exercise substantial power because of the enormous value of its purchasing expenditure. The paper explores the progress of organisations towards sustainable procurement as part of moving towards becoming a sustainable organisation. To demonstrate this transition, the paper uses a framework based on the phase model of sustainability proposed in' Organizational Change for Corporate Sustainabtlity by Dunphy et al. This framework outlines six phases in a progression towards sustainable procurement (rejection, non-responsiveness, compliance, efficiency, strategic proactivity, sustainable organisation) as part of moving towards becoming a sustainable organisation. development-selection, design and synergies of applied tools',
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