Suchergebnisse

Cover -- Half Title -- Series Title -- Title -- Copyright -- Contents -- List of Tables -- Acknowledgments -- Preface -- Dedication -- Introduction -- Theoretical Objectives -- Note on Comparisons -- Methodology -- Ethical Considerations and Practical Difficulties -- Organization -- 1 Migration -- 1.1 Contextualizing Migration -- 1.1.1 Contemporary and Classical Theories of Migration -- 1.1.2 Motivation -- 1.1.3 Why do Some People Stay? -- 1.2 Historical Note -- 1.2.1 Movement in Russian Cultural Imagination -- 1.2.2 'Waves' of the Twentieth Century -- 1.3 'New' Russian Migration -- 1.3.1 Internal Migration -- 1.3.2 New Migration to 'Far Abroad' -- 1.3.3 Russians in Britain and The Netherlands -- 1.3.4 Different Groups of 'New' Migrants -- 2 London and Amsterdam: The Tale of Two Cities -- 2.1 The Setting -- 2.2 Reflections -- 2.3 The Tale of Two Cities -- 3 Community -- 3.1 What is 'Community'? -- 3.2 Establishing Invisibility -- 3.3 Reasons for Invisibility -- 3.3.1 The Outsiders' Perspective -- 3.3.2 Lack of 'Established' Community -- 3.3.3 Insiders' Perspective -- 3.3.4 Antagonism -- 3.4 Paradoxes of Absence -- 4 Subcommunities and Subcultures -- 4.1 Diversity of Russian Migrants -- 4.1.1 Class -- 4.2 Subcultures -- 4.3 Types of Subcommunities -- 4.3.1 Inclusive Subcommunities -- 4.3.2 Exclusive Subcommunities -- 4.3.3 How are Subcommunal Boundaries Drawn and Maintained? -- 4.3.4 Note on Comparison between London and Amsterdam Subcommunities -- 5 Social Networks and Informal Economic Activity -- 5.1 Informal Economic Activity -- 5.1.1 Business, Bribes and Barter -- 5.1.2 Reciprocity and Gift Exchange -- 5.2 Social Networks -- 5.2.1 Svyazi and Kontakty -- 5.2.2 Friendship -- 5.3 Typifying the Migrants: Who Interacts with Whom? -- 5.3.1 Doomernik's Classification -- 5.3.2 Capital and Networks -- 5.3.3 Brief Note on Employment.

One of the essential drivers of sustainable change for the circular economy is natural resource scarcity. The key development in the area of sustainable production and consumption that seeks to limit or even, ideally, stop continuous extraction of natural resources, is the cradle-to-cradle (C2C) framework. The C2C framework is based on the book Cradle to Cradle by Michael Braungart and William McDonough first published in 2002. The circular economy also poses threats to conventional business and production as in its ideal form, circular production should not mean churning out even more supposedly 'circular', 'sustainable', or 'green' products but fully re-using materials. The products need to be made not only to last but to have, at least ideally, all reusable parts. This is no easy task. Overt optimism of some of the circular economy promoters, such as The Ellen MacArthur Foundation, needs to be tempered with realism and realization for the potential for greenwashing. Even more problematically, the concept of the circular economy is intended to align sustainability with economic growth – just as an equally problematic concept of sustainable development (and the associated education for sustainable development or ESD) does. While the European Union states that the circular economy will "foster sustainable economic growth", critical scholars have noted that without radical degrowth in the economy (and population) circular economy is nothing but a new word for greenwashing. This paper will discuss how to teach students to think critically and pragmatically about the challenges and opportunities of the circular economy.

This article will discuss social, environmental, and ecological justice in education for sustainable development (ESD) and Education for Sustainable Development Goals (ESDG). The concept of sustainable development and, by extension, the ESD, places heavy emphasis on the economic and social aspects of sustainability. However, the ESD falls short of recognizing ecological justice, or recognition that nonhumans also have a right to exist and flourish. An intervention in the form of an undergraduate course titled Politics, Business, and Environment (PBE) will be discussed. As part of this course, students were asked to reflect on the three pillars of sustainable development: society, economy, and environment, linking these to the fourth concept, ecological justice or biospheric egalitarianism. Biospheric egalitarianism is characterized by the recognition of intrinsic value in the environment and is defined as concern about justice for the environment. Some of the resulting exam answers are analyzed, demonstrating students' ability to recognize the moral and pragmatic limitations of the anthropocentric approach to justice. This analysis presents ways forward in thinking about the role of "ecological justice" as the ultimate bottom line upon which both society and economy are based.

With the effects of climate change linked to the use of fossil fuels becoming more noticeable, political establishment and society appear ready for renewable energy. Yet, despite these expectations, fossil fuels still comprise nine-tenths of the global commercial energy supply. In this article, the history, technology, and barriers to acceptance of wind energy will be explored. The central question is why, despite the problems associated with the fossil fuels, more ecologically benign energy is still scarcely used. Having briefly surveyed some literature on the role of political and corporate stakeholders, as well as theories relating to factors responsible for the grassroots' resistance ("not in my backyard" or NIMBYs) to renewable energy, the findings indicate that motivation for opposition to wind power varies. While the grassroots resistance is often fueled by the mistrust of the government, the governments' reason for resisting renewable energy can be explained by their history of a close relationship with the industrial partners. This article develops an argument that understanding of various motivations for resistance at different stakeholder levels and understanding the role of democracy in decision-making opens up space for better strategies for a successful energy transition.

Baker & Winkler's target article is well-researched and thought-provoking, but I do have four points of contention: (1) The proposal to entrust elephants to traditional mahout culture has restricted elephants' freedom of movement and reproduction and (ab)used them. (2) The concept of "indigenous" simultaneously reifies and denigrates the "noble savages", privileging only human indigenous groups, ignoring nonhuman indigenes. (3) Most lifestyles have been globalized under consumer-economic and anthropocentric worldviews. (4) The fact that people (including mahouts) are part of nature does not mean they are benevolent, any more than cities, monocultures, or roads are.

It is true that one of the harmful consequences of creating categories where one group is unique and superior to others is that it justifies discriminating against the inferior groups. And outright abuse of nonhuman animals is indeed morally unjustifiable. But what is to be done about it?

This article explores how concern about animal welfare and animal rights relates to ecological citizenship by discussing student assignments written about the Dutch Party for Animals or PvdD. 'Animal welfare', 'animal rights', and 'ecological citizenship' perspectives offer insights into strategic choices of eco-representatives and animal rights/welfare advocates as well as educators. The assignments balance animal issues with socio-economic ones, explore the relationship between sustainability and ethics, and attribute responsibility for unsustainable or unethical practices. Analysis of student assignments reveals nuanced positions on the anthropocentrism-ecocentrism continuum, showing students' ability to critically rethink their place within larger environmental systems. Some students demonstrated compassion for nonhumans, indicating that biophilia is evenly distributed among different groups of students. This article finds that fostering pro-environmentalism and animal welfare or rights requires the deepening of the debate contesting but also connecting key issues in sustainability and ethics. This analysis can be valuable for political parties representing nonhumans, or for education practitioners in getting students to think about the challenges in human-environment relationships and for advancing support for ecodemocracy.

For interspecies justice, animal welfare, and animal rights, the planet needs to be divided on the basis of species' natural resource requirements. The Half-Earth View is that to maintain viable populations of the Earth's remaining species, half of landscapes and seascapes need protection from intensive economic activity. This protection is needed outside the nature preserve system, such as in agricultural areas or cities, so nature can co-exist with local communities.

With the effects of climate change linked to the use of fossil fuels, as well as the prospect of their eventual depletion, becoming more noticeable, political establishment and society appear ready to switch towards using renewable energy. Solar power and wind power are considered to be the most significant source of global low-carbon energy supply. Wind energy continues to expand as it becomes cheaper and more technologically advanced. Yet, despite these expectations and developments, fossil fuels still comprise nine-tenths of the global commercial energy supply. In this article, the history, technology, and politics involved in the production and barriers to acceptance of wind energy will be explored. The central question is why, despite the problems associated with the use of fossil fuels, carbon dependency has not yet given way to the more ecologically benign forms of energy. Having briefly surveyed some literature on the role of political and corporate stakeholders, as well as theories relating to sociological and psychological factors responsible for the grassroots' resistance ("not in my backyard" or NIMBYs) to renewable energy, the findings indicate that motivation for opposition to wind power varies. While the grassroots resistance is often fueled by the mistrust of the government, the governments' reason for resisting renewable energy can be explained by their history of a close relationship with the industrial partners. This article develops an argument that understanding of various motivations for resistance at different stakeholder levels opens up space for better strategies for a successful energy transition.

While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of "radicalism" as well as the issues that drive this "radical" action help the development of critical thinking and ethical judgment in students. By analyzing student reflection essays on the film If a Tree Falls: A Story of the Earth Liberation Front, this article draws lessons in ecological citizenship and critical thinking. ; While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of "radicalism" as well as the issues that drive this "radical" action help the development of critical thinking and ethical judgment in students. By analyzing student reflection essays on the film If a Tree Falls: A Story of the Earth Liberation Front, this article draws lessons in ecological citizenship and critical thinking.

The Ecocentric and Anthropocentric Attitudes toward the Sustainable Development (EAATSD) scale is adapted from other scales measuring environmental concern with the aim of specifically targeting the subject of sustainable development. This scale was tested with three groups of students, those of International Business and Management Studies, and of Sustainable Business, both at The Hague University of Applied Science; and students of Environment and Development at Leiden University College. It was hypothesized that students who chose elective courses concerned with sustainability will be more ecocentric than those from a general business course. Analysis of the findings demonstrates however that while there are individual differences in attitudes between the students within the course, there are no significant differences between the students in different courses. This suggests that anthropocentric and ecocentric values are independent of the students' chosen course, and that students that follow sustainability course are not more ecocentric.