Rising sea and threatened mangroves: a case study on stakeholders, engagement in climate change communication and non-formal education

Khan, A. Saleem; Ramachandran, A.; Natesan, Usha; Aram, I. Arul; Selvam, V.

doi:10.1080/13504509.2011.650230

Cited by 27 publications

(6 citation statements)

References 16 publications

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“…Mode 2 is quite widely acclaimed and promoted as the way to go in SD research and education (Kates et al 2001;Allen-Gil et al 2005;Alvarez & Rogers 2006;Scholz et al 2006;Brundiers & Wiek 2011). The arguments are the following: (1) the complexity of sustainability issues asks for different types of knowledge and different sources of knowledge (Cash et al 2003), (2) conventional ways of knowledge production prove unsatisfactory in dealing with the full complexity of environmental management (Ludwig et al 2001) and, moreover, (3) do not succeed sufficiently in integrating local stakeholder perspectives into the development of environmental management strategies (Olsson & Folke 2001;Raymond et al 2010;Khan et al 2012). That being said, a good deal of criticism, summarised by Hessels and van Lente (2008), has been raised against the transdisciplinary knowledge production philosophy, including notes on supposed lack of reflexivity, quality control and disregard of the scientific practice that is already there.…”

Section: International Journal Of Sustainable Development and World Ecomentioning

confidence: 99%

“…Their framework is a first attempt to synthesise the literature on SD competencies into an over-arching framework of SD competencies. These competencies have also been identified by authors not included in the analysis by Wiek et al (2011) (Kates et al 2001;Runhaar et al 2005;Barth et al 2007;Svanstrom et al 2008;Brundiers et al 2010;Bootsma & Vermeulen 2011;Khan et al 2012;Nielse 2012). Combining this information, a total of 11 unique competencies were defined.…”

Section: Competenciesmentioning

confidence: 99%

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Higher education level teaching of (master’s) programmes in sustainable development: analysis of views on prerequisites and practices based on a worldwide survey

Vermeulen

Bootsma

Tijm

2014

International Journal of Sustainable Development & World Ec

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The concept of sustainable development (SD) has highly been debated since it was presented 25 years ago, with 'hard science' approaches on one side and more process-oriented approaches on the other side. Academic teaching in SD has emerged in response to this in very different contexts, partly mirroring this academic debate. Some master's programmes in SD take a strong science approach, while other programmes focus on the process of implementing sustainability projects, sometimes connected with forms of action research and teaching. In this article, we identify diverse views on the concept of SD as well as views on most relevant modes of teaching. We discuss core competencies required for sustainability professionals in their working practices and we organise them in three main clusters: Know, Interact and Be (KIB). The article presents the results of a worldwide survey, which addresses these visions on the concept of SD, the capabilities needed for 'sustainable development professionals' and the teaching approach needed. The analysis is based on the responses of 54 lecturers and 287 students active in 34 SD master's programmes on all continents. The results of this worldwide survey are discussed. We observe in practice some gaps between preferences and practice. Looking at what both lecturers and students see as essential topics to address, some topics get relatively less attention (like the population issue). The identified core competencies (KIB) are supported and all addressed in practice, while the 'Be' competencies receive relatively less attention. Suggested consequences for academic teaching include a further matching of programmes with perceived needs and bridging the gap between the experienced teaching approaches in practice with such identified needs.

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Section: International Journal Of Sustainable Development and World Ecomentioning

confidence: 99%

Section: Competenciesmentioning

confidence: 99%

Higher education level teaching of (master’s) programmes in sustainable development: analysis of views on prerequisites and practices based on a worldwide survey

Vermeulen

Bootsma

Tijm

2014

International Journal of Sustainable Development & World Ec

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“…The pedagogical process, based on local observation of anthropogenic inß uences on climate change and experiential education, has been shown to be successful (e.g. Pruneau, Gravel, Bourque & Langis, 2003;Khan et al, 2012). The process aims at improving students' conceptions of the causes of climate change, the nature of the phenomenon, signs, and consequences, as well as possibilities for mobilization.…”

Section: Aims and Methodsmentioning

confidence: 99%

Experiential education against environmental denial in environmental ethics education: a case study

Grušovnik¹,

Arzenšek²

2020

JECS

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Recent research shows that ‘environmental denial’ (the denial of anthropogenic impact on the natural world) plays an important role in environmental education. The difficulty in changing our detrimental habits stems from the fact that identities in our societies are bound up with consumerist practices. Because we cannot simply give up practices that shape our identity, environmental education has to fi nd ways of substituting unhealthy habits with environmentally acceptable ones. One method of achieving this is through experiential education based on experiences with the natural world and their importance for identity formation. The paper presents a case study involving experiential education in environmental ethics, implemented at the university level. Findings show that the implementation of experiential education technique (fi eld trip) yielded positive results in connection with students’ overcoming of environmental denial and consequential change of their environmental outlook.

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“…This inclusive approach offers the potential to gain insights into how such issues are constructed in social contexts and could allow lay people to influence, for example, decision processes through active participation (Harvey et al 2012). In addition, studies suggest that such participatory processes can enhance participants' feelings of ownership and engagement (Khan et al 2012;Pisarski & Ashworth 2013;Rød et al 2015). As such, the participation or engagement perspective is conceptualized as a way to democratize science by highlighting the legitimacy of different knowledge spheres in science and policy (cf.…”

Section: Science Communicationmentioning

confidence: 99%

Visualiseringens roller i klimatkommunikation – ett mottagarperspektiv

Ballantyne

2018

Linköping Studies in Arts and Sciences

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Linköping Studies in Arts and Sciences  No. 744 At the Faculty of Arts and Sciences at Linköping University, research and doctoral studies are carried out within broad problem areas. Research is organized in interdisciplinary research environments and doctoral studies mainly in graduate schools. Jointly, they publish the series Linköping Studies in Arts and Sciences. This thesis comes from the Department of Thematic Studies-Environmental Change.

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Rising sea and threatened mangroves: a case study on stakeholders, engagement in climate change communication and non-formal education

Cited by 27 publications

References 16 publications

Higher education level teaching of (master’s) programmes in sustainable development: analysis of views on prerequisites and practices based on a worldwide survey

Higher education level teaching of (master’s) programmes in sustainable development: analysis of views on prerequisites and practices based on a worldwide survey

Experiential education against environmental denial in environmental ethics education: a case study

Visualiseringens roller i klimatkommunikation – ett mottagarperspektiv

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