Lithuanian protected areas as the political ecology problem: punios silas case study

Lithuanian Protected Areas as the Political Ecology Problem: Punios Silas Case Study This research paper is centered around political ecology issues in Punia forest protected area. In 2017 State Service for Protected Areas initiated the strict-type reserve expansion in this area which sparked locals‘ resistance and the discontinuation of the project. The conflict persisted and involved various NGO and state actors and was solved only by the Court in 2020. The faulty and contradicting laws in protected areas made the long and complex conflict possible, but it persisted because of underlying fundamental beliefs about the relationship between nature and people. Therefore, the target of the research are the interest group perspectives on nature protection. The main purpose is as follows: to find out what are the underlying values which encourages the conflict and find the main consensus points. Study revealed that actors use different territoriality methods to express their ownership and discursive dominance over the protected area. Although 20th century discourses on nature protection are not well fit to represent the current conflict in Punia forest, the following Q study revealed two main perspectives. The first was given name „Nature as intrinsic value“ and it is represented by ecologists, protected area state services, environmental NGOs. Here nature is seen superior to human knowledge, therefore supposed to be kept separate from forestry activities which damage the biodiversity. The second perspective was named „Nature‘s health in our hands“ represented by foresters, local people, forestry state services. Nature is seen as static and should be kept healthy via forestry practices. Although these discourses are fundamentally diverging, the consensus could be found in public education importance and higher level of participation and scientific discussion. This study contributes to almost unexplored political ecology field in Lithuania and adopts the Q methodology to reveal underlying social issues of protected areas. Study reveals that there is an impassable gap between two different perspectives in Punia forest, therefore, clear laws should be implemented in protected areas to avoid such collisions

Social Challenges in Cities

Abstract This study explores social challenges and policy responses in EU cities in the context of the COVID-19 pandemic. It demonstrates that the pandemic has placed additional pressures on vulnerable groups and the institutions that work to support them. It finds that the local policy capacity to respond to the crisis has differed across cities and multi-level governance settings. Participatory and integrated policy efforts have often failed to meet the expectations of urban citizens and stakeholders. To move towards urban resilience in times of crisis, EU-levelfunding needs to become more accessible and focused on long-term transformations, as well as improving policy dialogue with those cities most limited by ineffective local governance structures and historical legacies

Education for environmental sustainability : policies and approaches in European Union Member States : executive summary

In the recent years, there has been a growing consensus in Europe and beyond on the role that education can play in the transition towards a green economy and society needed to address the severe decline in biodiversity, environmental degradation and risks posed by climate change. Education has an essential role to play by supporting citizens in developing the competences needed to live responsibly, change consumption models, design solution, transform society and shape a green economy. In the context of the EU’s efforts to promote a sustainable and green Europe, the purpose of this study is to map EU Member States’ national and institutional practices, processes, tools and strategies in education for environmental sustainability (EES) at various levels and in different forms of education. To date, no such comprehensive comparative analysis has yet been carried out on the delivery of education for environmental sustainability in the EU. The study will help inform the actions of the European Commission with regard to education for environmental sustainability and policy for the implementation of the European Education Area and the European Green Deal. This study understands education for environmental sustainability as education that makes students aware of, sensitive to, and knowledgeable about the environment and its interconnectedness to social and economic systems, while encouraging them to develop attitudes of concern and motivation, as well as practical, complex systems and critical thinking skills to identify and solve environmental problems. It recognises that EES is strongly linked to the economic and social dimensions of sustainability, but focuses on environmental topics and views these in social and economic contexts. The study understands EES beyond topical knowledge, as an inter-disciplinary issue that must be approached holistically. EES should closely follow learners through all phases and stages of education and take place in a supportive learning environment and by way of thoughtful and engaging pedagogies. This requires learning to occur along three dimensions: cognitive (relating to knowledge, understanding and critical thinking); socio-emotional (relating to a sense of common humanity, values and responsibilities, empathy, solidarity and respect); and behavioural (relating to skills development). As members of society, individuals should be empowered to act in a sustainable manner in complex situations. This may require them to strike out in new directions and participate in socio-political processes that require every member of society to acquire a ‘sustainability mindset’ and environmental literacy.peer-reviewe