Framing effectiveness in impact assessment: Discourse accommodation in controversial infrastructure development

There is ongoing debate about the effectiveness of impact assessment tools, which matters both because of the threat to future practice of the tools which are frequently perceived to be ineffective, and because of the disillusionment that can ensue, and controversy generated, amongst stakeholders in a decision context where opportunities for meaningful debate have not been provided. In this article we regard debate about the meaning of effectiveness in impact assessment as an inevitable consequence of increased participation in environmental decision-making, and therefore frame effectiveness based on an inclusive democracy role to mean the extent to which impact assessment can accommodate civil society discourse. Our aim is to investigate effectiveness based on this framing by looking at one type of impact assessment - environmental impact assessment (EIA) - in two controversial project proposals: the HS2 rail network in England; and the A4DS motorway in the Netherlands. Documentary analysis and interviews held with key civil society stakeholders have been deployed to identify discourses that were mobilised in the cases. EIA was found to be able to accommodate only one out of four discourses that were identified; for the other three it did not provide the space for the arguments that characterised opposition. The conclusion in relation to debate on framings of effectiveness is that EIA will not be considered effective by the majority of stakeholders. EIA was established to support decision-making through a better understanding of impacts, so its ineffectiveness is unsurprising when its role is perceived to be broader. However, there remains a need to map discourses in different decision contexts and to analyse the extent to which the range of discourses are accommodated throughout the decision process, and the role of impact assessment in those processes, before recommendations can be made to either improve impact assessment effectiveness, or whether it is simply perceptions of effectiveness that need to be improved

The myth of 'the myth of Irish neutrality': deconstructing concepts of Irish neutrality using international relations theories

A number of academics, journalists and political elites claim that Irish neutrality is a 'myth', and many also characterise public support for Irish neutrality as 'confused' and 'nonrational'. This 'unneutral' discourse in the academic literature and mainstream Irish media is based on an academic thesis, that of an Unneutral Ireland. The Unneutral thesis constructs a particular concept of neutrality in order to draw its conclusion that Ireland is 'unneutral'. Using a poststructuralist approach--a rarity in the discipline of International Relations (IR)--this paper deconstructs concepts of Irish neutrality using a framework of IR theories. The results show that the concept of neutrality put forward in the Unneutral Ireland thesis and the dominant discourses on Irish neutrality are based on a hegemonic IR theory, the theory of neorealism, rather than on seemingly 'objective' scientific research methods. The paper concludes that non-realist theories and approaches may provide a better understanding of Irish neutrality and of the dynamics of public support for Irish neutrality

The reinvigoration of Scottish further education sector: an exploration and analysis of the recent reforms

In July 2012 the Scottish Government published ‘Reinvigorating College Governance: the Scottish Response to The Report of the Review of Further Education Governance in Scotland’. The Report advanced a radical new structure for the Scottish Further Education (FE) sector and the overall impact has been unparalleled, creating seismic transformations to its operating structure and governance. The newly emerging paradigm overturned previous structural and governance arrangements, rescaling the Scottish FE landscape. This paper analyses the recent policy context unfolding within the Scottish FE sector; illuminating the central driving forces and legitimising discourses behind the current restructuring, cognisant of the emergent European educational policy space. It argues that the emerging policy reforms for Scottish FE, commonly referred to as ‘regionalisation’, is simultaneously a continuation and departure from the governing structures set in place in the early 1990s. The paper offers productive ways of framing thinking about the regionalisation of Scottish FE. Consequently, it will be of interest to Scottish Government policy makers and those working within or in partnership with the Scottish FE sector

Participatory politics, environmental journalism and newspaper campaigns

This is an Author's Accepted Manuscript of an article published in Journalism Studies, 13(2), 210 - 225, 2012, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/1461670X.2011.646398.This article explores the extent to which approaches to participatory politics might offer a more useful alternative to understanding the role of environmental journalism in a society where the old certainties have collapsed, only to be replaced by acute uncertainty. This uncertainty not only generates acute public anxiety about risks, it has also undermined confidence in the validity of long-standing premises about the ideal role of the media in society and journalistic professionalism. The consequence, this article argues, is that aspirations of objective reportage are outdated and ill-equipped to deal with many of the new risk stories environmental journalism covers. It is not a redrawing of boundaries that is needed but a wholesale relocation of our frameworks into approaches better suited to the socio-political conditions and uncertainties of late modernity. The exploration of participatory approaches is an attempt to suggest one way this might be done

Theorising disability: a practical and representative ontology of learning disability

This article contributes to the ongoing development of the theorisation of learning disability, focusing on the value of the ontological turn. We argue that while social theory has influenced understandings of disability within academia, particularly within disability studies, it has had a limited impact on the discursive and practical use of the term ‘learning disability’. How ‘learning disability’ is constructed is of direct consequence to the lives of people with learning disabilities. Owing to this, we present a practical and representative ontology of learning disability in order to progress the ontological turn into everyday understandings of disability. To do this, disability theory is discussed, critically appraised and progressed. We then outline how this new theorisation could be re-contextualised within policy, with a view to further re-contextualisation into practice and the everyday. It is hoped that this article will spark discussion regarding how the ontological turn can be used for change

An industry in crisis : risk, reflexivity, sub-politics and accountability processes in salmon farming

This paper draws upon an arena study on the accounting and accountability processes used within a business sector, under intense public and regulatory scrutiny in terms of its social, economic and ecological risks. Georgakopoulos and Thomson (2004, 2005) report on an absence of environmental accounting within the salmon farming organizations for management planning and control processes. This paper extends this analysis by attempting to theorise the social and environmental accounting observed by these organizations discharging these accountability duties using insights from the risk society literature. The interviews and documentary analysis revealed the existence of an active accountability network. However, Social and Environmental Accounting techniques did not feature in the engagement processes. We observed the existence of fragmented accountability networks, and evidence of a struggle for domination of a techno-scientific accountability process. Within these discourses, business and cost issues were evident, but they were not formally quantified or systematically integrated. We find that the accountability processes observed in our arena study, were consistent with Beck's (and others) analysis of reflexive modernity and the Risk Society Thesis This paper by evaluating accounting and accountability processes within a specific context, demonstrates the importance of locating social and environmental accounting processes within wider accountability discourses. These societal accountability discourses extend beyond social and environmental as well as conventional accounting practices. It is suggested that all accounting practices should become more reflexive in nature if they are to remain relevant in these wider societal accountability discourses

Is teaching systemically frail in universities and if so what can we do about it?

This article explores the idea of ‘pedagogic frailty’ in relation to teaching systems in higher education. Using a model developed by Kinchin (2015) it explores four interconnected concepts: regulative discourse around teaching; pedagogy and discipline connections; research and teaching links; and locus of control of teaching. The concepts are looked at in terms of how and why they might contribute to pedagogic frailty and alternatively how they could contribute to creating a pedagogic system that is not frail. The article suggests that currently teaching systems are frail in relation to preparing students and staff for the future and that more effective pedagogy could be developed by changes in the structure and content of each of the four dimensions,Final Published versio

Rights or containment? The politics of Aboriginal cultural heritage in Victoria

Aboriginal cultural heritage protection, and the legislative regimes that underpin it, constitute important mechanisms for Aboriginal people to assert their rights and responsibilities. This is especially so in Victoria, where legislation vests wide-ranging powers and control of cultural heritage with Aboriginal communities. However, the politics of cultural heritage, including its institutionalisation as a scientific body of knowledge within the state, can also result in a powerful limiting of Aboriginal rights and responsibilities. This paper examines the politics of cultural heritage through a case study of a small forest in north-west Victoria. Here, a dispute about logging has pivoted around differing conceptualisations of Aboriginal cultural heritage values and their management. Cultural heritage, in this case, is both a powerful tool for the assertion of Aboriginal rights and interests, but simultaneously a set of boundaries within which the state operates to limit and manage the challenge those assertions pose. The paper will argue that Aboriginal cultural heritage is a politically contested and shifting domain structured around Aboriginal law and politics, Australian statute and the legacy of colonial history

Transformation and feminisation: The masculinity of the MBA and the “un-development” of men

Purpose-This paper sets out to explore the gendered nature of the MBA and the benefits men and women gain from the course. In so doing it highlights a relationship between the masculinity of the MBA and the ‘un-development’ of men. Design/methodology/approach- The paper draws on secondary data and critiques the masculinity of the MBA pedagogy. Findings- Examining outcomes from the MBA, evidence suggests that while men may achieve greater progress in terms of career development and pay, it is women who are more likely to undergo ‘transformational’ change. Originality and value- Drawing on work from critical management education (CME) and on models of learning, this paper argues for the need to ‘feminize’ the MBA, where feminization is used in a critical context to include a challenge to rather than rejection of dominant discourses. This goes some way to address the charge that, while CME has highlighted some of the programme’s moral and political foundations, it has failed to recognise the gendered implications of the MBA