Interferenz statt Verspätung – Die Polysystemtheorie als Beschreibungsmodell für ‚kleine‘ Literaturen

Interference instead of Belatedness – Polysystem Theory as a Descriptive Model for ‘Small’ Literatures. Luxembourg literature can be considered a ‘small’ literature from various angles. Its small size, young age and the existence of a sparsely diffused language within a multilingual setting are features that also apply to other small European literary systems and that affect their self-perception fundamentally. In that context, Jeanne E. Glesener has identified a “discourse on smallness” which is developed by the literary centres and unconsciously internalized by the actors of small literary systems themselves: this discourse is essentially shaped by the ideas of creative sterility, poor visibility and, particularly, literary belatedness. However, as Glesener points out with respect to Pascale Casanova’s concept of literary time, the notion of belatedness wrongly implies that all literary systems sooner or later generate the same literary phenomena; it is therefore highly problematic. This paper introduces Itamar Even-Zohar’s polysystem theory – which has been designed in view of the Israeli literary system – as an alternative descriptive model for ‘small’ and multilingual literatures. Proceeding from the example of Luxembourg ‘Heimatliteratur’ in the second half of the 20th century, I would like to argue that by openly acknowledging every system’s historical and sociological characteristics and by excluding the notion of comparison from the analysis, the concept of ‘polysystemic interference’ allows for a more neutral study of literary contacts and literary change

Integrating and evaluating interdisciplinary sustainability and STEM curriculum in geographical education: A case of three teaching modalities

The effectiveness of interdisciplinary sustainability curriculum remains understudied in geography education. Accordingly, we deployed and evaluated an interdisciplinary sustainability and STEM module for in-person and online sections of a fall 2018 Human Geography course. Results indicate that sustainability knowledge improved after the interdisciplinary curricular intervention irrespective of course modality. Another focus is to explore student reactions to teaching modality due to COVID-19 disruptions. Results indicate that online student sustainability knowledge also improved during COVID-19 (fall 2020). For students in a section converted from in-person to blended, sustainability knowledge did not improve. Implications are provided

The role of STEM-based sustainability in business and management curricula: Exploring cognitive and affective outcomes in university students

To address deficiencies in STEM and sustainability in business management and intra-university curricula, we developed and implemented an interdisciplinary STEM-based sustainability curriculum at a university in the Western United States. Six classes participated in curricular efforts including in-person and online sections of a business management course, in-person and online sections of a general elective STEM course, and a matched control course for each (n = 214). We systematically designed, developed, and implemented curricular interventions—multi-week STEM-based business sustainability modules—using the case teaching method. A comprehensive evaluation with pre- and post-tests was conducted to assess student sustainability cognition and affect. Significant results emerged for sustainability cognition including the environmental, social, and economic dimensions of sustainability. Counterintuitively, student sustainability affect did not improve. However, sustainability cognition and affect were significantly correlated on the post-test for treatment students, an indication that cognitive and affective changes share the same directionality. Discussion, implications, limitations, and future research directions are provided

Integrating social power and political influence into models of social–ecological systems

Shaping policy for environmental sustainability depends upon decision-makers conceptualizing problems in ways that are either shared or similar enough to communicate about, diagnose, and act. The quality of this shared mental model of a social–ecological system (SES) is paramount to its effectiveness. Fundamentally, the mental model must integrate multiple kinds of knowledge about the system. If the decision-making body's assumptions about, description of, and solution for a problem do not to reflect the many ways stakeholders know a system, then the products of that decision-making process are viewed as illegitimate. Sustainability policy must fit the often subtle social order of the communities expected to implement it. In this essay, we discuss how a systems-based perspective can be a versatile tool for tackling these challenges of knowledge integration and decision-making in the context of a complex SES. Using social theory of Pierre Bourdieu, we construct a conceptual model that illustrates a route for integrating locally known social complexities (power, influence) gleaned from stakeholder interviews (N = 57). Stakeholders and end-user groups may dismiss any model that they perceive fails to satisfactorily account for specific, locally salient social nuances. Our approach leverages the overlapping notion of “capital” in social and ecological theory to demonstrate how reciprocal interactions between human and ecological systems can be adopted into tools for reaching viable solutions to SES problem