Why do homeowners renovate energy efficiently?:Contrasting perspectives and implications for policy

This paper contrasts two perspectives on energy efficient home renovations from applied behavioural research on energy efficiency and from sociological research on homes and domestic life. Applied behavioural research characterises drivers and barriers to cost-effective renovations, and identifies personal and contextual influences on homeowners' renovation decisions. Research findings inform policies to promote energy efficiency by removing barriers or strengthening decision influences. Sociological research on domestic life points to limitations in this understanding of renovation decision making that emphasises houses but not homes, energy efficiency but not home improvements, the one-off but not the everyday, and renovations but not renovating. The paper proposes a situated approach in response to this critique. A situated approach retains a focus on renovation decision making, but conceptualises decisions as processes that emerge from the conditions of everyday domestic life and are subject to different levels of influence. This situated approach is tractable for energy efficiency policy while recognising the ultimate influences that explain why homeowners decide to renovate

Making sense of assets: Community asset mapping and related approaches for cultivating capacities

This working paper critically reviews some main aspects from asset based approaches highlights key strengths and weaknesses for future research/development. Drawing on a large body of reports and relevant literature we draw on different theoretical traditions and critiques, as well as practices and processes embedded within a broad range of approaches including, widely acknowledged frameworks such Asset Based Community Development (ABCD), Appreciative Inquiry (AI), Sustainable Livelihood Approaches (SLA) and Community Capitals Framework (CCF). Although these are presented as distinct approaches, there is a sense of evolution through them and many of them overlap (in terms of both theories and methodologies). We also include emerging frameworks, including geographical, socio-spatial, visual and creative approaches, stemming from a number of projects within AHRC’s Connected Communities programme and additional collaborations

Public engagement with carbon and climate change: To what extent is the public 'carbon capable'?

The relevance of climate change for society seems indisputable: scientific evidence points to a significant human contribution in causing climate change, and impacts which will increasingly affect human welfare. In order to meet national and international greenhouse gas (GHG) emissions reduction targets, there is an urgent need to understand and enable societal engagement inmitigation. Yet recent research indicates that this involvement is currently limited: although awareness of climate change is widespread, understanding and behavioral engagement are far lower. Proposals for mitigative ‘personal carbon budgets’ imply a need for public understanding of the causes and consequences of carbon emissions, as well as the ability to reduce emissions. However, little has been done to consider the situated meanings of carbon and energy in everyday life and decisions. This paper builds on the concept of ‘carbon capability’, a term which captures the contextual meanings associated with carbon and individuals’ abilities and motivations to reduce emissions. We present empirical findings from a UK survey of public engagement with climate change and carbon capability, focusing on both individual and institutional dimensions. These findings highlight the diverse public understandings about ‘carbon’, encompassing technical, social, and moral discourses; and provide further evidence for the environmental value-action gap in relation to adoption of low-carbon lifestyles. Implications of these findings for promoting public engagement with climate change and carbon capability are discussed

Enron’s Ethical Collapse: Lessons for Leadership Educators

Top officials at Enron abused their power and privileges, manipulated information, engaged in inconsistent treatment of internal and external constituencies, put their own interests above those of their employees and the public, and failed to exercise proper oversight or shoulder responsibility for ethical failings. Followers were all too quick to follow their example. Therefore, implications for teaching leadership ethics include, educators must: (a) share some of the blame for what happened at Enron, (b) integrate ethics into the rest of the curriculum, (c) highlight the responsibilities of both leaders and followers, (d) address both individual and contextual variables that encourage corruption, (e) recognize the importance of trust and credibility in the leader-follower relationship, and (f) hold followers as well as leaders accountable for ethical misdeeds

Negotiating the boundaries of parental school engagement: the role of social space and symbolic capital in urban teachers' perspectives

As public schools continue to be driven by standards-based accountability practices, scholars contend that family engagement must become more egalitarian, with parents contributing their own insights for the betterment of the entire school community. Classroom teachers are key stakeholders in this process, with enormous potential impact. Using Bourdieu’s concepts of social space and symbolic capital, we examined teachers’ perspectives on their role in engaging diverse parents, using focus group interviews with urban classroom teachers. Multi-layered qualitative analyses elicited three themes that illustrated the powerful, but contradictory, positioning of teachers in facilitating authentic partnerships with families: (a) creating responsive relationships (b) casting engagement as education, and (c) creating varied-and tailored-opportunities, yet also revealed teachers’ assertions of power and authority, most often expressed as a need for boundaries between home and school. A progressive approach to family engagement and educator resistance is discussed, whereby teachers engage in collaborative advocacy with urban families to reclaim the notion of teaching as a public service, aimed at the promotion of equitable, accessible, and culturally responsive schools.Accepted manuscrip

Creating Low-carbon Communities: Evaluating the Role of Individual Agency and Systemic Inequality in San Jose, CA

Following a scholarly need to test compelling community level sociodemographic representations of environmental behaviors and outcomes, a sequential mixed method approach was used to evaluate the connections of human agency and systemic inequalities with carbon footprints. Statistical analyses of the 2016 SDG San Jose Dashboard data of city blocks and 2009 - 2013 ACS survey data were supplemented with interviews with eight climate action-oriented community engagement professionals in the South Bay. Boundary limiting socioeconomic conditions for systemic inequalities and human agency, dimensions of Gidden’s Structuration model, were specified. Partially supporting structural inequality theories, socioeconomic resources, primarily, and to a lesser extent dominant race concentration, were associated with larger carbon footprints, particularly when wealth was concentrated. Both human (time driven alone) and demographic (senior and mid-aged blocks) agencies were also in part at play in shrinking or even enlarging carbon footprints, in wealthier communities. These findings not only contributed to the literature on climate action, but also highlighted the need for targeted interventions in communities of different socioeconomic standing