The Earth Charter and the ESDinds Initiative

Podger, Dimity; Piggot, Georgia; Zahradník, Martin; Janoušková, Svatava; Velasco, Ismael; Hák, Tomáš; Dahl, Arthur L.; Jiménez, Alicia; Harder, Marie K.

doi:10.1177/097340821000400219

Cited by 28 publications

(14 citation statements)

References 3 publications

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“…An evaluation of the Noonkodin program was recently initiated, using a values-based indicators approach (Podger et al 2010, Burford et al 2013 to compare the values, attitudes, and behavior of Noonkodin students with those of students at two mainstream secondary schools. Preliminary results are encouraging, suggesting that Noonkodin students are learning to challenge stereotypes, think critically, and construct new knowledge to address sustainability challenges.…”

Section: Discussionmentioning

confidence: 99%

“…Although Arnold and Fernandez-Gimenez (2007:483) use the term "quality" to encompass both participation breadth and "the sincerity and thoughtfulness of participant engagement", we suggest that quality is a separate dimension from breadth and the two should not be conflated. Intangible attributes such as sincerity are difficult to quantify; although some progress has been made recently in developing methodologies for measuring ethical and spiritual values (Podger et al 2010, Burford et al 2013), a detailed examination of such approaches is beyond the scope of this paper. Thus, without diminishing the importance of sincerity and thoughtfulness, we present an initial conceptual framework focusing on the tangible dimensions of depth, scope, and breadth.…”

Section: Dimensions Of a Participation Frameworkmentioning

confidence: 99%

“…At its best, utilization-focused evaluation can become an iterative process incorporating reflective learning and feedback loops at all stages (Crohn andBirnbaum 2010, Flowers 2010), which appears ideally suited to intercultural education. The Noonkodin example also illustrates the potential of localizable values-based indicators (Podger et al 2010, Burford et al 2013 for the evaluation of intangible justice-related outcomes of intercultural education such as strengthening democracy, enhancing mutual respect, or empowering indigenous youth, which may be problematic to assess through conventional methods. A similar approach is now being developed at UIMQRoo, learning from the Tanzanian experience and adapting it to the new context.…”

Section: Evaluating Intercultural Educationmentioning

confidence: 99%

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Indigenous Participation in Intercultural Education: Learning from Mexico and Tanzania

Burford¹,

Kissmann²,

Rosado-May³

et al. 2012

E&S

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ABSTRACT. Intercultural education seeks to create a forum for integrating Western scientific knowledge and indigenous knowledge to address local and global challenges such as biocultural diversity conservation, natural resource management, and social justice for indigenous peoples. Intercultural education is based on learning together with, rather than learning about or from, indigenous communities. In the best examples, problem-based learning dissolves the dichotomy between indigenous and nonindigenous, resulting in full partnerships in which participants share expertise to meet mutual needs. With reference to literature and two illustrative examples of intercultural education initiatives in Mexico and Tanzania, we present an original conceptual framework for assessing indigenous participation in intercultural education. This incorporates a new ladder of participation depth (in relation to both curriculum content and decision making) alongside separate considerations of breadth, i.e., stakeholder diversity, and scope, i.e., the number of key project stages in which certain stakeholder groups are participating. The framework can be used to compare intercultural education initiatives in differing contexts and might be adaptable to other intercultural work.

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Section: Discussionmentioning

confidence: 99%

Section: Dimensions Of a Participation Frameworkmentioning

confidence: 99%

Section: Evaluating Intercultural Educationmentioning

confidence: 99%

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Indigenous Participation in Intercultural Education: Learning from Mexico and Tanzania

Burford¹,

Kissmann²,

Rosado-May³

et al. 2012

E&S

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“…We will do this by bringing in a specialized values-based approach from social design which reports being able to crystallize the shared values of local groups (Podger et al, 2013) thereby "making the invisible visible" (Burford et al, 2015) and consequently developing them into local indicators (Burford et al, 2013b). The general approach, known colloquially as 'WeValue', was originally designed to amplify the voice of civil society groups (Podger et al, 2010), and has since been used to assist environmental groups to evaluate their goals on their own terms (Harder et al, 2014) and has been used across scales and scaled up (Podger et al, 2016) showing its potential for transferability. Ongoing studies have confirmed the validity to local groups of representative proto-indicators of their crystallized 'in-situ'…”

Section: Current Challenges For Social Indicatorsmentioning

confidence: 99%

A values-based approach for generating localized social indicators for use in sustainability assessment and decision-making: Test case of brownfield soft reuse in Nigeria

Odii

Ebido

Harder

2020

Science of The Total Environment

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Sustainable development is a global aim, aided in many ways by the use of indicators for assessment in its social, environmental and economic domains. However, there are significant weaknesses and needs for improvement in social indicators, and we show here that the bolt-on use of a values-based approach can meet those reported needs for the specific case of a widely used decision support framework used in sustainable land remediation to rank candidate development options. The decision-support framework developed by Sustainable Remediation Forum UK (SuRF-UK) is widely used internationally, incorporating considerable scope for local stakeholder input into its basic framework of indicators, with five categories provided in each of the three domains as a default 'check-list'. However, as in sustainability tools in other fields, the indicators emphasizing social issues have problems of being difficult to localize; difficult to measure; difficult to connect to intangible local needs; thus, being less commonly used, and thus leading to assessments unbalanced across the three domains. Here we trial an unrelated approach named WeValue InSitu which has developed reliability in 'crystallizing' local shared values into tangible proto-indicators, as a bolt-on approach to produce localized social indicators for insertion into the SuRF-UK process. We use a hypothetical scenario analysis for a real community in villages near a derelict Salt Lake in Nigeria. Results show the approach resolves the challenges, does not introduce any new issues, and in addition provides a route for wider participation and auditability. The study shows that red flag boundaries may need to be introduced to allow veto of unacceptable breaches of social issues by scenarios.

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“…The case study presented here explores an approach from another field that shows potential to help with these challenges through a rather different pathway. The values-based approach known as WeValue was initially developed in 2007-8 (Podger, 2010) to help informal and civil society groups to better articulate the intangible, values-based aspects of their work which were important to them, in their own terms. This was to support them in having a stronger voice about their central aims, and thus to remain grounded in their own values when communicating and negotiating with external evaluators and agencies.…”

Section: Introductionmentioning

confidence: 99%

Understanding the role of crystallizing local shared values in fostering effective community engagement in adaptation planning in Botswana

Sethamo

Masika

Harder

2019

Climate and Development

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Effective engagement of local communities in externally driven development projects is problematic globally, including in the crucial development of locally appropriate plans for climate change adaptation, especially by rural communities. We present an exploratory case study of the purposeful use of an emerging values-based approach to first assist local communities to articulate and confirm their own, in-situ, shared values-in-action, as a pre-process to standard participatory vulnerability risk assessments (VRA). We separately engaged four Village Development Committees (VDCs) from the North East District in Botswana, where a widespread program of local VRAs is taking place. Results clearly demonstrate very significant and meaningful engagement by, ownership of, and relevance to, participants in the VRA process, evident through the bespoke and tailored considerations of local vulnerabilities and responses, and post-event focus group interviews. Specific details of links between the pre-process and the VRA process were mentioned by participants throughout. We conclude that the values-based process, known as the WeValue crystallization process, has very great potential for a stepwise shift in effectiveness of VRAs and local adaptation planning, and that a new agenda is needed to develop and test that WeValue's quasi-anthropological elements can be scaled up for widespread use internationally.

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The Earth Charter and the ESDinds Initiative

Cited by 28 publications

References 3 publications

Indigenous Participation in Intercultural Education: Learning from Mexico and Tanzania

Indigenous Participation in Intercultural Education: Learning from Mexico and Tanzania

A values-based approach for generating localized social indicators for use in sustainability assessment and decision-making: Test case of brownfield soft reuse in Nigeria

Understanding the role of crystallizing local shared values in fostering effective community engagement in adaptation planning in Botswana

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