Search results

Funding: UK BBSRC grant BB/L012030/1 for the project New approaches for the early detection of tree health pests and pathogens. ; The challenges to forest health from climate change, globalization, contemporary trade practices and new recreational patterns require effective biosecurity. We asked: How is the biosecurity border for tree health understood and enacted by state and non-state actors? What are the consequences for tree health? Semi-structured interviews (N = 10) were conducted with scientists and other relevant actors (N = 21). The border was understood variously as: a biophysical boundary, often the coast; a geopolitical boundary, usually of the European Union; the points of main inspection focus; dispersed nodes of inspection; a 'pre-border' outside of UK; or by the location of detection activities. A wide range of state, non-state and hybrid groups are engaged in border practices. These practices have been altered due to trade and climate changes, are subject to cost and resource priorities and reflect particular knowledge flows and the biological nature of the agents. We suggest that there is an 'everyone' as well as 'everywhere' border that demands clarification of risks, roles and responsibilities, and we offer practical recommendations. We conclude that tree health border challenges are a manifestation of wider sustainability issues that enable us to explore human–nature relationships, democratic engagement and the pursuit of more sustainable futures. ; Publisher PDF ; Peer reviewed

There is growing recognition of the value of Education for Sustainable Development (ESD) for all learners, and of the unique role that universities play in the transformation of individuals, institutions and societies towards more sustainable futures. Universities engage and even lead in several areas: education, research and community engagement, all of which are essential in this transformation. Further, given their focus and influence, universities are pivotal to action needed to realise the UN Sustainable Development Goals (SDGs) but, to date, UK university integration of ESD and engagement with the SDGs is relatively limited. In recognition that a more urgent and meaningful response is needed to deliver the 2030 targeted socio-economic transformation outlined by the SDGs, the UK ESD Guidance has been comprehensively revised to support universities to deliver education which enables students to acquire sustainability competencies, equipping them to play leadership roles in an increasingly uncertain world. In this case study, we critically analyse the role of universities and explore why ESD needs to be more urgently integrated in teaching and learning. We review the barriers to achieving ESD in UK universities at political and institutional levels. Finally, we explore the policy-practice interface and outline how the new UK ESD Guidance can support universities in leading individual and societal transformation through ESD and act as a stimulus for embedding ESD in university curricula in both UK and international contexts. We conclude that universities have as yet unfulfilled potential to explore and facilitate ESD for sustainability leadership. ; Publisher PDF ; Peer reviewed