“No research on a dead planet”: preserving the socio-ecological conditions for academia

Frontiers in Education, Journal Year: 2023, Volume and Issue: 8

Published: Oct. 6, 2023

Despite thousands of higher education institutions (HEIs) having issued Climate Emergency declarations, most academics continue to operate according ‘business-as-usual’. However, such passivity increases the risk climate impacts so severe as threaten persistence organized society, and thus HEIs themselves. This paper explores why a maladaptive cognitive-practice gap persists asks what steps could be taken by members activate academy. Drawing on insights from psychology sociology, we argue that process ‘socially denial’ currently exists within universities, leading experience state ‘double reality’ inhibits feelings accountability agency, this is self-reenforcing through production ‘pluralistic ignorance.’ We further these processes serve uphold cultural hegemony ‘business-as-usual’ worsened increasing neo-liberalization modern universities. Escaping dynamics will require deliberate efforts break taboos, frank conversations about responding emergency means for universities’ – individual academics’ core values goals.

Language: Английский

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Academic capture in the Anthropocene: a framework to assess climate action in higher education

Climatic Change, Journal Year: 2024, Volume and Issue: 177(3)

Published: Feb. 26, 2024

Abstract Higher education institutions have a mandate to serve the public good, yet in many cases fail adequately respond global climate crisis. The inability of academic commit purposeful action through targeted research, education, outreach, and policy is due large part “capture” by special interests. Capture involves powerful minority interests that exert influence derive benefits at expense larger group or purpose. This paper makes conceptual contribution advance framework “academic capture” applied crisis higher institutions. Academic capture result three contributing factors increasing financialization issues, fossil fuel industry, reticence university employees challenge status quo. guides an empirical assessment evaluating eight activities related indices transparency participation based on principles justice growing democracy-climate nexus. can be helpful tool for citizens academics assess potential capacity more just democratic methods education. We conclude with series recommendations how refine apply our settings. Our goal further discussion continue develop tools transform places deep democracy innovative outreach meet challenges Anthropocene.

Language: Английский

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Sustainable Development in Third Level Programs: Distilling a Pathway to a True Net-Zero Education

Sustainability, Journal Year: 2024, Volume and Issue: 16(5), P. 1998 - 1998

Published: Feb. 28, 2024

This study probes the notable gap between theoretical endorsement of UN Sustainable Development Goals (SDGs), particularly SDGs 7, 12, and 13, their tangible implementation in higher education curricula. We hypothesize that entrenched unsustainable practices key academic disciplines, such as engineering business, persist despite global shift towards sustainability. The engages a diverse cohort participants from academia, public, private, nonprofit sectors, chosen for distinct roles insights integrating into educational industrial frameworks. Our research design integrates an extensive qualitative literature review critical analyses with quantitative surveys using specially designed instruments. was conducted sample 48 participants, representing various survey instruments to gauge expert opinions on barriers opportunities advancing sustainable education. findings identify economic administrative hurdles primary impediments academia’s data underscore urgent need targeted strategies transitioning net-zero paradigm. concludes call reshape initiatives, highlighting role preparing future leaders. It emphasizes bridging support practical application proposing actionable this alignment.

Language: Английский

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ICT-Enabled Education for Sustainability Justice in South East Asian Universities

Sustainability, Journal Year: 2024, Volume and Issue: 16(10), P. 4049 - 4049

Published: May 12, 2024

This study aims to investigate the role of Information and Communication Technologies-enabled Education for Sustainability (ICTeEfS), critical reflection, transformative teaching learning beliefs in predicting students’ attitudes about seeking sustainability justice. A total 1497 students from seven universities Indonesia (374), Malaysia (426), Vietnam (697) trialed four new scales measuring (a) knowledge merging ICT with education sustainability, (b) reflective practice, (c) justice attitudes, (d) beliefs. The findings show that are reliable could be used other research on sustainability. Differences were observed gender, year study, subject skills, Regression analysis highlighted is a multidimensional concept composed several constructs specific reference implications education, practice further discussed.

Language: Английский

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Climate Justice and the Dangers of Solar Geoengineering

Published: Jan. 6, 2025

Climate isolationism refers to the common framing of climate change as an isolated, discrete, scientific problem in need technological solutions. Accordingly, a technology developed within isolationist mindset, solar geoengineering reinforces injustices, and slows down transformations that are necessary move humanity on path toward justice. Indeed, imagined potential has created new pathway for rich powerful -strategically promoted by small, but powerful, group white male scientists from United States - establish additional control over everybody else impacts worsen. Attempts present means help those most vulnerable also misrepresents fact creates yet another mechanism concentrate power among already powerful. In this sense, is form colonialism, it allows countries with historical responsibility crisis perpetuate their colonial values, politics controlling access extending extractivist economics fossil fuels. Advancing geoengineering, therefore, non-transformative, inequitable, incompatible justice, dangerous distraction justice priorities.

Language: Английский

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Justice, Sustainability, and Disrupting Campus Climate Studies Toward More Just Climate Futures of Higher Education

Higher education, Journal Year: 2025, Volume and Issue: unknown, P. 177 - 263

Published: Jan. 1, 2025

Language: Английский

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Chulalongkorn university and SDG 13 climate action: from policies to implementation on education, research, and public outreach

Journal of Contemporary East Asia Studies, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 28

Published: Feb. 11, 2025

Language: Английский

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What Prevents Industry Decarbonization? A Critical Review and Extension of the Triple Embeddedness Framework

Published: Jan. 1, 2025

Language: Английский

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The wins of the grassroots climate movement in the University of California

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: March 10, 2025

As the climate and ecological predicament worsens, too many people seem to be waiting for policy implemented from “on high.” Yet history of social struggles shows us that achieving wins requires a strong push below. Here we recount how members justice organization The UC San Diego Green New Deal were critical reorienting very large institution, 10 campus University California, as well winning important actions at itself. We discuss three campaigns: Decarbonization Electrification, Cutting Ties with Fossil Finance, Climate Education All. From shifting focus emission reductions rather than carbon offsets, pushing Chase Bank out student center, providing new undergraduate curricula, these are now reverberating throughout higher education in United States beyond. This movement has also provided an pedagogical role by teaching organizing activist skills undergraduates so they can go forth fight their futures.

Language: Английский

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STEM Teaching Tools on Climate Education: A Situational Audit on Climate Pedagogy

Published: Jan. 1, 2025

Language: Английский

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