Analysing the professional development of teaching and learning from a political ethics of care perspective

This paper uses Tronto’s political ethics of care as a normative framework to evaluate a model of teaching and learning professional development. This framework identifies five integrated moral elements of care – attentiveness, responsibility, competence, responsiveness and trust. This paper explicates on each of these elements to evaluate the piloting and implementation of a teaching and learning professional development model at a South African higher education institution. The political ethics of care was found to be a useful normative framework for a group of higher educators to reflect on the process of engaging in teaching and learning professional development in that it revealed the importance of differential power relations, the importance of working collaboratively and being attentive to the needs of both caregivers and care receivers.Web of Scienc

Educational Studies and the Domestication of Utopia

This paper offers a critique of educational real utopias. Real Utopias are experimental forms of thought and practice intended to harness the transgressive force of traditional utopianism while avoiding its associated dangers. The concept has been embraced by the field of educational studies and applied to the study of various educational settings, institutions and processes. This paper does four things. Firstly, it outlines the concept of utopian realism and highlights those aspects that are said to differentiate it from the utopia that supposedly played a role in the human catastrophes of the twentieth century. It then evaluates a selection of educational real utopias to assess whether they can, in fact, be said to have succeeded in the task of harnessing the intellectual force while overcoming the dangers of traditional utopianism. Thirdly, the paper offers a critique of utopian realism, arguing that the concept of utopia has become thoroughly domesticated. Finally, the paper defends the expansive and holistic concept of utopia that utopian realism rejects. The argument here is that only when utopia is understood as a holistic system is it able to produce its most potent pedagogical effects

Taking health geography out of the academy:Measuring academic impact

In recent years the academic landscape has been shifting and significantly affected by the introduction of an ‘impact agenda’. Academics are increasingly expected to demonstrate their broader engagement with the world and evidence related outcomes. Whilst different countries are at various stages along this impact journey, the UK is the first country to link impact to funding outcomes; here impact now accounts for 20% of an academic unit of assessment’s Research Excellence Framework (REF) result. This concept of ‘research impact’ implies that our work can effect change through one or more identifiable events in a direct, preferably linear and certainly measurable manner. In this paper, focusing on impact in social science, and policy-related impact in particular, we argue that such a cause and effect model is inappropriate. Furthermore that impact is not immediate or indeed linear within social science research. Drawing on recent work on alcohol and tobacco environments in Scotland we present a case study of impact, reflect on the process and respond to the challenges of moving beyond ‘business as usual’ public participation towards the measurement of outcomes. In doing so we critique the way in which ‘impact’ is currently measured and suggest a move towards an enlightenment model with greater recognition of process

Rapid solubility and mineral storage of CO2 in basalt

The long-term security of geologic carbon storage is critical to its success and public acceptance. Much of the security risk associated with geological carbon storage stems from its buoyancy. Gaseous and supercritical CO2 are less dense than formation waters, providing a driving force for it to escape back to the surface. This buoyancy can be eliminated by the dissolution of CO2 into water prior to, or during its injection into the subsurface. The dissolution makes it possible to inject into fractured rocks and further enhance mineral storage of CO2 especially if injected into silicate rocks rich in divalent metal cations such as basalts and ultra-mafic rocks. We have demonstrated the dissolution of CO2 into water during its injection into basalt leading to its geologic solubility storage in less than five minutes and potential geologic mineral storage within few years after injection [1–3]. The storage potential of CO2 within basaltic rocks is enormous. All the carbon released from burning of all fossil fuel on Earth, 5000 GtC, can theoretically be stored in basaltic rocks [4]

Educational archaeology and the practice of utopian pedagogy

This paper explores the idea, and some elements of the (potential) practice, of utopian pedagogy. It begins by outlining the general aims of ‘utopian pedagogy’ and notes the shift within contemporary writings away from the metaphor of the architect (armed with a utopian ‘blueprint’) towards that of the archaeologist. The ontological underpinnings of educational archaeology are discussed before attention turns to a critical examination of the pedagogical process of excavation. The key questions here are (to labour the metaphor) where to dig and how to identify a utopian find. The paper argues that, without a substantive normative vision to serve as a guide, utopian archaeology is conceptually flawed and practically ineffectual, romanticising an endlessly open process of exploration. The final section suggests that the fears associated with utopian architecture (authoritarian imposition, totalising closure) are misplaced and that drawing up a ‘blueprint’ should be the aim and responsibility of utopian pedagogy

Levers and leverage points for pathways to sustainability

Humanity is on a deeply unsustainable trajectory. We are exceeding planetary boundaries and unlikely to meet many international sustainable development goals and global environmental targets. Until recently, there was no broadly accepted framework of interventions that could ignite the transformations needed to achieve these desired targets and goals. As a component of the IPBES Global Assessment, we conducted an iterative expert deliberation process with an extensive review of scenarios and pathways to sustainability, including the broader literature on indirect drivers, social change and sustainability transformation. We asked, what are the most important elements of pathways to sustainability? Applying a social–ecological systems lens, we identified eight priority points for intervention (leverage points) and five overarching strategic actions and priority interventions (levers), which appear to be key to societal transformation. The eight leverage points are: (1) Visions of a good life, (2) Total consumption and waste, (3) Latent values of responsibility, (4) Inequalities, (5) Justice and inclusion in conservation, (6) Externalities from trade and other telecouplings, (7) Responsible technology, innovation and investment, and (8) Education and knowledge generation and sharing. The five intertwined levers can be applied across the eight leverage points and more broadly. These include: (A) Incentives and capacity building, (B) Coordination across sectors and jurisdictions, (C) Pre-emptive action, (D) Adaptive decision-making and (E) Environmental law and implementation. The levers and leverage points are all non-substitutable, and each enables others, likely leading to synergistic benefits. Transformative change towards sustainable pathways requires more than a simple scaling-up of sustainability initiatives—it entails addressing these levers and leverage points to change the fabric of legal, political, economic and other social systems. These levers and leverage points build upon those approved within the Global Assessment's Summary for Policymakers, with the aim of enabling leaders in government, business, civil society and academia to spark transformative changes towards a more just and sustainable world. A free Plain Language Summary can be found within the Supporting Information of this article.Fil: Chan, Kai M. A.. University of British Columbia; CanadáFil: Boyd, David R.. University of British Columbia; CanadáFil: Gould, Rachelle. University of Vermont; Estados UnidosFil: Jetzkowitz, Jens. Staatliches Museum fur Naturkunde Stuttgart; AlemaniaFil: Liu, Jianguo. Michigan State University; Estados UnidosFil: Muraca, Bárbara. University of Oregon; Estados UnidosFil: Naidoo, Robin. University of British Columbia; CanadáFil: Beck, Paige. University of British Columbia; CanadáFil: Satterfield, Terre. University of British Columbia; CanadáFil: Selomane, Odirilwe. Stellenbosch University; SudáfricaFil: Singh, Gerald G.. University of British Columbia; CanadáFil: Sumaila, Rashid. University of British Columbia; CanadáFil: Ngo, Hien T.. Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services; AlemaniaFil: Boedhihartono, Agni Klintuni. University of British Columbia; CanadáFil: Agard, John. The University Of The West Indies; Trinidad y TobagoFil: de Aguiar, Ana Paula D.. Stockholms Universitet; SueciaFil: Armenteras, Dolors. Universidad Nacional de Colombia; ColombiaFil: Balint, Lenke. BirdLife International; Reino UnidoFil: Barrington-Leigh, Christopher. Mcgill University; CanadáFil: Cheung, William W. L.. University of British Columbia; CanadáFil: Díaz, Sandra Myrna. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; ArgentinaFil: Driscoll, John. University of British Columbia; CanadáFil: Esler, Karen. Stellenbosch University; SudáfricaFil: Eyster, Harold. University of British Columbia; CanadáFil: Gregr, Edward J.. University of British Columbia; CanadáFil: Hashimoto, Shizuka. The University Of Tokyo; JapónFil: Hernández Pedraza, Gladys Cecilia. The World Economy Research Center; CubaFil: Hickler, Thomas. Goethe Universitat Frankfurt; AlemaniaFil: Kok, Marcel. PBL Netherlands Environmental Assessment Agency; Países BajosFil: Lazarova, Tanya. PBL Netherlands Environmental Assessment Agency; Países BajosFil: Mohamed, Assem A. A.. Central Laboratory for Agricultural Climate; EgiptoFil: Murray-Hudson, Mike. University Of Botswana; BotsuanaFil: O'Farrell, Patrick. University of Cape Town; SudáfricaFil: Palomo, Ignacio. Basque Centre for Climate Change; EspañaFil: Saysel, Ali Kerem. Boğaziçi University; TurquíaFil: Seppelt, Ralf. Martin-universität Halle-wittenberg; AlemaniaFil: Settele, Josef. German Centre for Integrative Biodiversity Research-iDiv; AlemaniaFil: Strassburg, Bernardo. International Institute for Sustainability, Estrada Dona Castorina; BrasilFil: Xue, Dayuan. Minzu University Of China; ChinaFil: Brondízio, Eduardo S.. Indiana University; Estados Unido

'Excellence' and exclusion:the individual costs of institutional competitiveness

A performance-based funding system like the United Kingdom’s ‘Research Excellence Framework’ (REF) symbolizes the re-rationalization of higher education according to neoliberal ideology and New Public Management technologies. The REF is also significant for disclosing the kinds of behaviour that characterize universities’ response to government demands for research auditability. In this paper, we consider the casualties of what Henry Giroux (2014) calls “neoliberalism’s war on higher education” or more precisely the deleterious consequences of non-participation in the REF. We also discuss the ways with which higher education’s competition fetish, embodied within the REF, affects the instrumentalization of academic research and the diminution of academic freedom, autonomy and criticality