Speculative Fictions for Understanding Global Change Environments: Two Thought Experiments

The purpose of a thought experiment, as the term was used by quantum and relativity physicists in the early part of the twentieth century, was not prediction (as is the goal of classical experimental science), but more defensible representations of present ‘realities’. Speculative fictions, from Mary Shelley's Frankenstein to the Star Wars cinema saga, can be read as sociotechnical thought experiments that produce alternative representations of present circumstances and uncertainties, and anticipate and critique possible futures. In this essay I demonstrate how two examples of popular speculative fictions, Frank Herbert's Dune (1965) and Ursula Le Guin's The Telling (2000), function as thought experiments that problematise global transitions in their respective eras. I argue that critical readings of such stories can help us to anticipate, critique, and respond constructively to social and cultural changes and change environments within nation-states that constitute, and are constituted by, global change processes and their effects.

Decolonising sustainability: Subverting and appropriating mythologies of social change

This essay explores some possibilities for decolonising the concept of sustainability in southern African discourses of environmental education by drawing attention to examples of the ways in which imperialist interests appear to be privileged in local expressions of selected transnational mythologies of social change. In a previous issue of this journal the author argued that southern African environmental educators should be suspicious of globalisation - pressures on nation states to integrate their economies into the international marketplace. Here it is argued that there may also be reasons to be suspicious of pressures to comply with international policy trends in environmental education, such as those reflected in publications from the World Commission on Environment and Development (Our Common Future, 1987), the International Union for the Conservation of Nature (Caring for the Earth, 1991), and the United Nations Conference on Environment and Development (Agenda 21, 1992)

Troubling 'freedom': Silences in post-apartheid environmental education

The cultural history of South Africa in the transition from apartheid to democracy is a rich and complex story of the intricate inter-relations of education, (eco)politics, and social justice. As an Australian environmental education researcher working frequently in South Africa during 1998-99, I have welcomed the opportunity to explore these relationships in the light of South Africa's new 'freedom'. However, the freedom that has accompanied the constitutional abolition of apartheid implies a liberty beyond the world of legislative politics. South African educators have increasingly had the liberty to reject not only the determinisms of apartheid, but also to reject other social arrangements that supported its ideological machinery, such as patriarchy, sexism, ethnic nationalism, and class and language biases. Nevertheless, the literature of environmental education in South Africa remains for the most part silent on issues of race, class and gender. Thus, in this essay, I trouble the concept of 'freedom' in post apartheid environmental education by asking: what are South African environmental educators using their newly found freedom for

Globalisation and environmental education: A view from the south

Globalisation is one of the key ideas currently informing educational policy, practice and research in many countries. This paper examines the meaning of globalisation and its local expression in countries such as South Africa and Australia, with particular reference to possible implications of globalisation for environmental education. I outline an approach to conceptualising globalisation as a 'transitional imaginary' in curriculum work and draw some distinctions between globalisation, development, and the types of 'thinking globally' that environmental education often promotes. I suggest that there are significant tensions between supporting economic globalisation and promoting global perspectives in school curricula that have particular relevance for environmental education and may require a distinctive local response from southern African environmental educators

Re/de/signing the world : postructuralism, deconstruction and \u27reality\u27 in outdoor/environmental education research

This paper examines rhetorical constructions of &lsquo;reality&rsquo; in selected outdoor/environmental education discourses-practices.1 Many outdoor/environmental educators privilege philosophical realism coupled with suspicion towards poststructuralism(s) and deconstruction. From a postlogographic position on language, we argue that producing texts is a method of inquiry, an experience and performance of semiosis-in-use as we sign (and de/sign) the world into existence. This re/de/signed world never represents the &lsquo;real&rsquo; world precisely or completely, and in this paper we explore and enact modes of textual (and extratextual) production that struggle to retain a poststructuralist skepticism towards representational claims without falling into antirealist language games. We focus in particular on Deleuzean concepts of &lsquo;rhizomatic&rsquo; inquiry and nomadic textuality as enabling dispositions for re/de/signing worlds in which realities and representations are mutually constitutive (rather than dialectically related).<br /

Tales from camp Wilde: queer(y)ing environmental education research

This paper questions the relative silence of queer theory and theorizing inenvironmental education research. We explore some possibilities for queering environmental education research by fabricating (and inviting colleagues to fabricate) stories of Camp Wilde, a fictional location that helps us to expose the facticity of the field&rsquo;s heteronormative constructedness. These stories suggest alternative ways of (re)presenting and (re)producing both the subjects/objects of our inquiries and our identities as researchers. The contributors draw on a variety of theoretical resources from art history, deconstruction, ecofeminism, literary criticism, popular cultural studies, and feminist poststructuralism to perform an orientation to environmental education research that we hope will never be arrested by its categorization as a &ldquo;new genre.&rdquo;<br /

Environmentalism, performance and applications: uncertainties and emancipations

This introductory article for a themed edition on environmentalism provides a particular context for those articles that follow, each of which engages with different aspects of environmentalism and performance in community-related settings. Responding to the proposition that there is a lacuna in the field of applied drama and environmentalism (Bottoms, 2010), we suggest that the more significant lack is that of ecocriticism. As the articles in this journal testify, there are many examples of applied theatre practice; what is required is sustained and rigorous critical engagement. It is to the gap of ecocriticism that we address this issue, signalling what we hope is the emergence of a critical field. One response to the multiple challenges of climate change is to more transparently locate the human animal within the environment, as one agent amongst many. Here, we seek to transparently locate the critic, intertwining the personal – ourselves, human actants – with global environmental concerns. This tactic mirrors much contemporary writing on climate change and its education, privileging personal engagement – a shift we interrogate as much as we perform. The key trope we anchor is that of uncertainty: the uncertainties that accompany stepping into a new research environment; the uncertainties arising from multiple relations (human and non-human); the uncertainties of scientific fact; the uncertainties of forecasting the future; and the uncertainties of outcomes – including those of performance practices. Having analysed a particular turn in environmental education (towards social learning) and the failure to successfully combine ‘art and reality’ in recent UK mainstream theatre events, such uncertainties lead to our suggestion for an ‘emancipated’ environmentalism. In support of this proposal, we offer up a reflection on a key weekend of performance practice that brought us to attend to the small – but not insignificant – and to consider first hand the complex relationships between environmental ‘grand narratives’ and personal experiential encounters. Locating ourselves within the field and mapping out some of the many conceptual challenges attached to it serves to introduce the territories which the following journal articles expand upon

An African Ancestry-Specific Allele of CTLA4 Confers Protection against Rheumatoid Arthritis in African Americans

Cytotoxic T-lymphocyte associated protein 4 (CTLA4) is a negative regulator of T-cell proliferation. Polymorphisms in CTLA4 have been inconsistently associated with susceptibility to rheumatoid arthritis (RA) in populations of European ancestry but have not been examined in African Americans. The prevalence of RA in most populations of European and Asian ancestry is ∼1.0%; RA is purportedly less common in black Africans, with little known about its prevalence in African Americans. We sought to determine if CTLA4 polymorphisms are associated with RA in African Americans. We performed a 2-stage analysis of 12 haplotype tagging single nucleotide polymorphisms (SNPs) across CTLA4 in a total of 505 African American RA patients and 712 African American controls using Illumina and TaqMan platforms. The minor allele (G) of the rs231778 SNP was 0.054 in RA patients, compared to 0.209 in controls (4.462×10−26, Fisher's exact). The presence of the G allele was associated with a substantially reduced odds ratio (OR) of having RA (AG+GG genotypes vs. AA genotype, OR 0.19, 95% CI: 0.13–0.26, p = 2.4×10−28, Fisher's exact), suggesting a protective effect. This SNP is polymorphic in the African population (minor allele frequency [MAF] 0.09 in the Yoruba population), but is very rare in other groups (MAF = 0.002 in 530 Caucasians genotyped for this study). Markers associated with RA in populations of European ancestry (rs3087243 [+60C/T] and rs231775 [+49A/G]) were not replicated in African Americans. We found no confounding of association for rs231778 after stratifying for the HLA-DRB1 shared epitope, presence of anti-cyclic citrullinated peptide antibody, or degree of admixture from the European population. An African ancestry-specific genetic variant of CTLA4 appears to be associated with protection from RA in African Americans. This finding may explain, in part, the relatively low prevalence of RA in black African populations

Endovascular strategy or open repair for ruptured abdominal aortic aneurysm: one-year outcomes from the IMPROVE randomized trial.

AIMS: To report the longer term outcomes following either a strategy of endovascular repair first or open repair of ruptured abdominal aortic aneurysm, which are necessary for both patient and clinical decision-making. METHODS AND RESULTS: This pragmatic multicentre (29 UK and 1 Canada) trial randomized 613 patients with a clinical diagnosis of ruptured aneurysm; 316 to an endovascular first strategy (if aortic morphology is suitable, open repair if not) and 297 to open repair. The principal 1-year outcome was mortality; secondary outcomes were re-interventions, hospital discharge, health-related quality-of-life (QoL) (EQ-5D), costs, Quality-Adjusted-Life-Years (QALYs), and cost-effectiveness [incremental net benefit (INB)]. At 1 year, all-cause mortality was 41.1% for the endovascular strategy group and 45.1% for the open repair group, odds ratio 0.85 [95% confidence interval (CI) 0.62, 1.17], P = 0.325, with similar re-intervention rates in each group. The endovascular strategy group and open repair groups had average total hospital stays of 17 and 26 days, respectively, P < 0.001. Patients surviving rupture had higher average EQ-5D utility scores in the endovascular strategy vs. open repair groups, mean differences 0.087 (95% CI 0.017, 0.158), 0.068 (95% CI -0.004, 0.140) at 3 and 12 months, respectively. There were indications that QALYs were higher and costs lower for the endovascular first strategy, combining to give an INB of £3877 (95% CI £253, £7408) or €4356 (95% CI €284, €8323). CONCLUSION: An endovascular first strategy for management of ruptured aneurysms does not offer a survival benefit over 1 year but offers patients faster discharge with better QoL and is cost-effective. CLINICAL TRIAL REGISTRATION: ISRCTN 48334791