Ecodevelopment, Gender, and Empowerment: Perspectives from India’s Protected Area Communities

Book abstract: Feminism has re-shaped the way we think about equality, power relations and social change. Recent feminist scholarship has provided new theoretical frameworks, methodologies and empirical analyses of how gender and feminism are situated within the development process.Global Perspectives on Gender and Space: Engaging Feminism and Development draws upon this framework to explore the effects of globalization on development in diverse geographical contexts. It explores how women’s and men’s lives are gendered in specific spaces as well as across multiple landscapes

Sustainable Participation? Mapping out and reflecting on the field of public dialogue on science and technology

The field of public participation in issues relating to science, technology and the environment is booming. To date much effort has gone into developing new participatory approaches and their evaluation, while most of what we know comes from individual case studies of engagement. This report builds on one of the first ever studies of public participation experts, their networks, roles and relations, to present a broader analysis of the UK public dialogue field as a whole. It draws on a recent project that involved 21 of the UK’s leading thinkers, practitioners, and policy makers in this area reflecting on the following critical questions. • What is the nature of participatory governance networks and the roles and relations of different actors within them? • Who counts as an expert on public participation and how are these meanings changing over time? • What are the implications of increasing institutionalisation, commercialisation and professionalisation of public dialogue? • To what extent are UK science and policy institutions learning about and learning from public dialogue? Taken together, these insights indicate that the field of public dialogue on science and technology has reached a critical moment and highlight a series of challenges and recommendations for its future sustainability

Cheese Makers are Always Women: Gendered Representations of Farm Life in the Agricultural Press

Drawing upon the 'Farmlife' pages of Farmer's Weekly, the most significant farming publication in the UK, this paper assesses the ways in which gender identities in farming are represented by its text and images. Lead articles from 1976 and 1996 issues of Farmlife are taken as the research focus to determine how representations have altered in line with restructuring of the agricultural industry. Reference is made to Connell's (1987) notions of hegemonic masculinity and emphasised femininity to inform the analysis about the ways in which these gender identities are (re)produced through the British farming media. A simple typology is derived from the articles which assists in revealing a remarkable degree of consistency in the portrayal of gender identities over time. The findings augment evidence from international research suggesting that dominant gender identities within agriculture are being perpetuated through the farming media. The implications of this are highlighted and suggestions made for research with the consumers of these media products

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Production of Innovations within Farmer–Researcher Associations Applying Transdisciplinary Research Principles

Small-scale farmers in sub-Saharan West Africa depend heavily on local resources and local knowledge. Science-based knowledge is likely to aid decision-making in complex situations. In this presentation, we highlight a FiBL-coordinated research partnership between three national producer organisations and national agriculture research bodies in Mali, Burkina Faso, and Benin. The partnership seeks to compare conventional, GMObased, and organic cotton systems as regards food security and climate change

Storying leaks for sharing: The case of leaking the “Moscovici draft” on Twitter

This article proposes a discourse-narrative approach to news making online as a networked practice of storying and sharing. This approach is illustrated in the examination of the release of a draft Eurogroup statement via journalist Paul Mason’s Facebook, Scribd and Twitter accounts on the 16th February 2015. The analysis draws on small story insights (Georgakopoulou, 2015) and the empirical framework of sharing (Androutsopoulos, 2014). It shows how the release of this leak event on Twitter is storied as a breaking news story unfolding moment-by-moment as it happens, at the same time as making up an incipient record of the event as it happened. It is argued that breaking news (micro)stories are shared as moments of narrative stancetaking, featuring a concise, portable storyline and cumulative evaluation(s) that foreground the relevance of the leak for the ongoing discussions on the Greek bailout negotiations as well as the continued importance of the journalist as the mediator of the leak. In this case of sharing a leaked document with networked participants, narrativity is drawn upon as a key resource for producing and circulating alternative stances on the Greek crisis, creating a range of networked participation positions. This article contributes to the study of news sharing online and digital storytelling based on the qualitative analysis of ‘small’ data

Governance, scale and the environment: the importance of recognizing knowledge claims in transdisciplinary arenas

Any present day approach of the world’s most pressing environmental problems involves both scale and governance issues. After all, current local events might have long-term global consequences (the scale issue) and solving complex environmental problems requires policy makers to think and govern beyond generally used time-space scales (the governance issue). To an increasing extent, the various scientists in these fields have used concepts like social-ecological systems, hierarchies, scales and levels to understand and explain the “complex cross-scale dynamics” of issues like climate change. A large part of this work manifests a realist paradigm: the scales and levels, either in ecological processes or in governance systems, are considered as “real”. However, various scholars question this position and claim that scales and levels are continuously (re)constructed in the interfaces of science, society, politics and nature. Some of these critics even prefer to adopt a non-scalar approach, doing away with notions such as hierarchy, scale and level. Here we take another route, however. We try to overcome the realist-constructionist dualism by advocating a dialogue between them on the basis of exchanging and reflecting on different knowledge claims in transdisciplinary arenas. We describe two important developments, one in the ecological scaling literature and the other in the governance literature, which we consider to provide a basis for such a dialogue. We will argue that scale issues, governance practices as well as their mutual interdependencies should be considered as human constructs, although dialectically related to nature’s materiality, and therefore as contested processes, requiring intensive and continuous dialogue and cooperation among natural scientists, social scientists, policy makers and citizens alike. They also require critical reflection on scientists’ roles and on academic practices in general. Acknowledging knowledge claims provides a common ground and point of departure for such cooperation, something we think is not yet sufficiently happening, but which is essential in addressing today’s environmental problems

The ‘Blueprint’ framework for career management skills: a critical exploration

This article examines the Blueprint framework for career management skills as it has been revealed across sequential implementations in the USA, Canada and Australia. It is argued that despite its lack of an empirical basis, the framework forms a useful and innovative means through which career theory, practice and policy can be connected. The framework comprises both core elements (learning areas, learning model and levels) and contextual elements (resources, community of practice, service delivery approach and policy connection). Each of these elements is explored

Credibility of Health Information and Digital Media: New Perspectives and Implications for Youth

Part of the Volume on Digital Media, Youth, and Credibility. This chapter considers the role of Web technologies on the availability and consumption of health information. It argues that young people are largely unfamiliar with trusted health sources online, making credibility particularly germane when considering this type of information. The author suggests that networked digital media allow for humans and technologies act as "apomediaries" that can be used to steer consumers to high quality health information, thereby empowering health information seekers of all ages

Discourse Analysis

This chapter (a) presents discourse analysis as both epistemology and methodology; (b) suggests a sociolinguistic toolkit that could be used as one type of approach to conducting discourse analysis; (c) reviews and points to literature in music education and music therapy that have used such epistemological and methodological tools; and (d) suggests that, by engaging with discourse analysis, we can begin to ask questions about participants and their interactions within environments where music therapists operate and analyze prevailing discourses within structures and systems of music therapy. [excerpt