21st century catch toolkit: practical approaches for sustainable inshore fishing communities

The 21st Century Catch Toolkit is a product of the INTERREG IVa 2 Seas project GIFS (Geography of Inshore Fishing and Sustainability). Work on the GIFS project was completed between January 2012 and September 2014 and was undertaken by a collaboration of six partners from four European countries bordering the Southern North Sea and English Channel. GIFS aimed to understand and capture the social, economic and cultural importance of inshore fishing to better inform fisheries policy, coastal regeneration strategies and sustainable community development. The project has involved a range of research projects, regeneration activities and case studies across southern England, northern France, Flanders and the southern Netherlands. GIFS partners have worked with local stakeholders and communities to explore the geographical diversity and similarities of fishing ports, harbours and people along the Channel and Southern North Sea. This toolkit is a product of that collaboration which provides useful findings and advice on how to value the social, economic and cultural importance of inshore fishing today

Shared values and deliberative valuation:Future directions

Valuation that focuses only on individual values evades the substantial collective and intersubjective meanings, significance and value from ecosystems. Shared, plural and cultural values of ecosystems constitute a diffuse and interdisciplinary field of research, covering an area that links questions around value ontology, elicitation and aggregation with questions of participation, ethics, and social justice. Synthesising understanding from various contributions to this Special Issue of Ecosystem Services, and with a particular focus on deliberation and deliberative valuation, we discuss key findings and present 35 future research questions in eight topic areas: 1) the ontology of shared values; 2) the role of catalyst and conflict points; 3) shared values and cultural ecosystem services; 4) transcendental values; 5) the process and outcomes of deliberation; 6) deliberative monetary valuation; 7) value aggregation, meta-values and ‘rules of the game’; and 8) integrating valuation methods. The results of this Special Issue and these key questions can help develop a more extensive evidence base to mature the area and develop environmental valuation into a more pluralistic, comprehensive, robust, legitimate and effective way of safeguarding ecosystems and their services for the future

Developing Political Conversations?

This paper seeks to develop an understanding of the role played by social media (in the English context) in shaping the nature of localized political engagement between citizens and local authorities. Drawing on a survey of all English local authorities and initial work in developing three detailed case studies, the paper examines the utilization of social media before going on to ask what potential these media might hold for the enhancement of local participation. Amidst contemporary debates about the nature of local governance, not least those prompted by the recent preoccupation with the Big Society (Cameron, 2010) and the new Localism Bill (2011), Web 2.0 platforms such as Facebook and Twitter afford new opportunities for online interaction – characterized here as ‘political conversations’ – that could contribute to the reinvigoration of the local public sphere. In particular these platforms could encourage forms of participation that would bridge the divide that has emerged in recent years between residents as consumers of local services and residents as citizens, or local democratic actors. Further the paper outlines questions emerging from initial case study scoping concerning the impact these media have upon stubborn citizen engagement issues around accessibility, depth of representation, tokenism, poor citizen feedback, consultation fatigue, democratic deficit and inequalities of power within state-shaped platforms of engagement

Educating radical practitioners: A case study of regenerative design on a UK High Street

Universities have a responsibility to educate future practitioners with the knowledge, skills and attributes to achieve the shift required to create regenerative futures. Engaging students in real-world problems and thinking creatively about teaching and assessment practices is vital in developing sustainability competencies while also positively contributing to social, environmental, and economic progression and regeneration of local communities. This paper presents an analysis of a live project collaboration between Birmingham School of Architecture & Design and CoLab Dudley, a social innovation lab based on Dudley High Street, in achieving these goals. The project, exploring regenerative futures for Dudley High Street 2030, engaged students, academics, collaborators and a wider network of local people in a two-way collaborative learning process, generating new knowledge toward positive change. Using Tilbury and Mulà’s five principles of Education for Sustainable Development as a model, we analyse the collaboration to tease out the way in which the work might impact on the education of future practitioners. The research identifies a positive impact of real-life collaboration for students, academics and collaborators in nurturing the conditions for radicality and reveals the fertile conditions necessary for successful partnerships to develop. In going beyond technological solutions to consider the deep cultural changes required to achieve sustainable futures, the research reveals the potential of engaging students with real-world communities, social innovation processes, participatory partnerships and futures thinking can drive the transformation need to create radical practitioners ready to rise to the sustainability challenge

Educating radical practitioners: A case study of regenerative design on a UK High Street

Universities have a responsibility to educate future practitioners with the knowledge, skills and attributes to achieve the shift required to create regenerative futures. Engaging students in real-world problems and thinking creatively about teaching and assessment practices is vital in developing sustainability competencies while also positively contributing to social, environmental, and economic progression and regeneration of local communities. This paper presents an analysis of a live project collaboration between Birmingham School of Architecture & Design and CoLab Dudley, a social innovation lab based on Dudley High Street, in achieving these goals. The project, exploring regenerative futures for Dudley High Street 2030, engaged students, academics, collaborators and a wider network of local people in a two-way collaborative learning process, generating new knowledge toward positive change. Using Tilbury and Mulà’s five principles of Education for Sustainable Development as a model, we analyse the collaboration to tease out the way in which the work might impact on the education of future practitioners. The research identifies a positive impact of real-life collaboration for students, academics and collaborators in nurturing the conditions for radicality and reveals the fertile conditions necessary for successful partnerships to develop. In going beyond technological solutions to consider the deep cultural changes required to achieve sustainable futures, the research reveals the potential of engaging students with real-world communities, social innovation processes, participatory partnerships and futures thinking can drive the transformation need to create radical practitioners ready to rise to the sustainability challenge

Educating radical practitioners: A case study of regenerative design on a UK High Street

Universities have a responsibility to educate future practitioners with the knowledge, skills, and attributes to achieve the shift required to create regenerative futures. Engaging students in real-world problems and thinking creatively about teaching and assessment practices is vital in developing sustainability competencies while also positively contributing to social, environmental, and economic progression and regeneration of local communities. This paper presents an analysis of a live project collaboration between the Birmingham School of Architecture & Design and CoLab Dudley, a social innovation lab based on Dudley High Street, in achieving these goals. The project, exploring regenerative futures for Dudley High Street 2030, engaged students, academics, collaborators, and a wider network of local people in a two-way collaborative learning process, generating new knowledge toward positive change

Work Package Report 6: Shared, Plural and Cultural Values of Ecosystems

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