Grand Narratives for sustainable mobility: A conceptual review

Holden, Erling; Banister, David; Gößling, Stefan; Gilpin, Geoffrey; Linnerud, Kristin

doi:10.1016/j.erss.2020.101454

Cited by 91 publications

(59 citation statements)

References 39 publications

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“…All subjects gave their informed consent for inclusion before participating in the study. The study was conducted in accordance with the Declaration of Helsinki, and the protocol was approved by the Vice-deanship for Practices, cooperation and social responsibility of the Faculty of Education and Sports Sciences of the University of Granada Ethics Committee (Code ML.04- [11][12][13][14][15][16][17][18][19].…”

Section: Participantsmentioning

confidence: 99%

“…Thus, people at an individual level can be responsible agents of SD through the lifestyle they choose to adopt. As a way of example, choosing certain types of tourism and food consumption, purchasing items with the cheapest prices or fashion trends (such as new technologies or clothing items), taking care of objects already possessed to increase their longevity, selecting products that generate less waste, and recycling or implementing energy consumption habits are actions that can be targeted in daily life to take care of the environment individually and be socially responsible for it [7,[9][10][11][12][13][14] From an economic development perspective, a consumer with Individual Social Responsibility for Sustainable Development (ISRSD) may be able to condition the economic model of companies, since the production and sale of products vary according to the social demand [15][16][17][18]. Likewise, an individual may also act to promote Corporate Social Responsibility for Sustainable Development (CSRSD) as a member of a company, which could contribute to the well-being of society [19].…”

Section: Introductionmentioning

confidence: 99%

“…Their responsibility as agents of pro-environmental social change is centred on decision making and the implementation of economic actions, which are mainly influenced by the most sustainable ones, such as a common good economy, fair trade, or circular economy, with the capacity to address products to an ethical consumer, to a greater or lesser extent [17,[20][21][22][23][24]; all this is based on the creation of a European ethical market [25]. Therefore, companies would be able to offer more sustainable products, and as a result, favour specific consumption trends [13,14,17,26].…”

Section: Introductionmentioning

confidence: 99%

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The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development

Estrada-Vidal

Gómez

López-Cordero

et al. 2020

IJERPH

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In the search for sustainable development, in which the ecological footprint is carefully considered by consumers and companies, teachers play an important role within a social and economic framework. This role relates to aspects of social responsibility. It should involve knowledge about education for responsible consumption in order to care for the environment both individually and socially. Considering this, the aim of this study is to find out whether there are differences in the level of awareness and the habits of future teachers of Early Childhood and Primary Education regarding sustainable social responsibility. A non-probabilistic sample of 30 Early Childhood Education degree students and 22 Primary Education degree students was used. Semi-structured interviews and an inductive process were conducted to examine the importance of Sustainable Development in society, the relevance of Social Responsibility for Sustainable Development (individual versus corporate), the attitudes and habits relative to Sustainable Development and the education on Sustainable Development in schools: knowledge, attitudes, and proposals. Students agree that they consume excessively. This is everyone’s individual responsibility (as regarded by all participants), although changes could be supported by institutions and companies (Early Childhood education students argue in favour of corporate responsibility). Knowledge deficits were identified in relation to production, distribution, and sale processes. They consider education to be the main factor for sustainability, while society is ranked as the least important, observing an evident disagreement in relation to environmental and economic factors (perception of collective responsibility; Early Childhood versus Primary Education students). Finally, they also outline teaching proposals (active and participatory) to foster education for sustainable development at schools.

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Section: Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development

Estrada-Vidal

Gómez

López-Cordero

et al. 2020

IJERPH

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“…Scenario design must orient on existing and emerging knowledge gaps, considering understudied socioeconomic conditions. These should include but are not limited to societal value changes, such as those across the usership-ownership spectrum [153] or diet change elasticities [154] ; alternative or emerging business models and sociotechnical trends, such as those sustaining a sharing economy [155] ; novel legal frameworks and voluntary inter-industry agreements; socio-technical innovation rates; and integration of digital services [156] .…”

Section: Expanding Global Action Space: a New ‘Model’ For Modellingmentioning

confidence: 99%

The desirability of transitions in demand: Incorporating behavioural and societal transformations into energy modelling

Νίκας

Lieu

Şorman

et al. 2020

Energy Research & Social Science

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Quantitative systems modelling in support of climate policy has tended to focus more on the supply side in assessing interactions among technology, economy, environment, policy and society. By contrast, the demand side is usually underrepresented, often emphasising technological options for energy efficiency improvements. In this perspective, we argue that scientific support to climate action is not only about exploring capacity of “what”, in terms of policy and outcome, but also about assessing feasibility and desirability, in terms of “when”, “where” and especially for “whom”. Without the necessary behavioural and societal transformations, the world faces an inadequate response to the climate crisis challenge. This could result from poor uptake of low-carbon technologies, continued high-carbon intensive lifestyles, or economy-wide rebound effects. For this reason, we propose a framing for a holistic and transdisciplinary perspective on the role of human choices and behaviours in influencing the low-carbon transition, starting from the desires of individuals and communities, and analysing how these interact with the energy and economic landscape, leading to systemic change at the macro-level. In making a case for a political ecology agenda, we expand our scope, from comprehending the role of societal acceptance and uptake of end-use technologies, to co-developing knowledge with citizens from non-mainstream and marginalised communities, and to defining the modelling requirements to assess the decarbonisation potential of shifting lifestyle patterns in climate change and action.

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“…Within academia, as well as various NGOs, public authorities, and civic society have come to a consensus and by following the paradigm of sustainable mobility [1][2][3] agree that such a development will be hardly sustainable in the future, therefore, action has to be taken to break the current transport patterns [4,5]. The question of which steps should be taken to support the sustainable development and challenge various transport-related problems, like landscape fragmentation, negative externalities related to the car usage (e.g., greenhouse emission, noise pollution, traffic congestions, car accidents) [1,6,7] or social exclusion caused by not possessing an individual means of transport, the car in particular, and various level of public transport accessibility [8,9], is still a subject of broader disputes [2,3,5,7,10,11]. It is also well recognised in various policy papers and development strategies, for example, the Commission Staff Working Document, Accompanying the White Paper-Roadmap to a Single European Transport Area-Towards a competitive and resource-efficient transport system [12].…”

Section: Introductionmentioning

confidence: 99%

The Effects of Fare-Free Public Transport: A Lesson from Frýdek-Místek (Czechia)

Štraub¹

2020

Sustainability

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The fare-free public transport policy (FFPT), the characteristic feature of which is abolishing fares in public transport, influences the transport system in favour of one means of transport. By joining the academic disputes over the outcomes of the FFPT policy, the aim of this paper is to understand the effects of the FFPT on overall mobility strategies and on the dynamics of the transport system where the policy is implemented. To do so, the paper is analysing a concrete example of the FFPT practice in Frýdek-Místek (Czechia) by conducting surveys with the residents and interviews with the city planning authorities. The results show that the FFPT influences mobility strategies and dynamics in the given transport system, which imprints in an increased use of public transport. However, the FFPT does not represent a universal tool of urban and transport planning and its implementation into practice should take place in synergy with other transport (dis)incentives.

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Grand Narratives for sustainable mobility: A conceptual review

Cited by 91 publications

References 39 publications

The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development

The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development

The desirability of transitions in demand: Incorporating behavioural and societal transformations into energy modelling

The Effects of Fare-Free Public Transport: A Lesson from Frýdek-Místek (Czechia)

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