| 1. |
- Luederitz, Christopher, et al.
(författare)
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Learning through Evaluation: A Tentative Evaluative Scheme for Sustainability Transition Experiments
- 2017
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Ingår i: Journal of Cleaner Production. - 0959-6526. ; 169, s. 61-76
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Tidskriftsartikel (refereegranskat)abstract
- Transitions towards sustainability are urgently needed to address the interconnected challenges of economic development, ecological integrity, and social justice, from local to global scales. Around the world, collaborative science-society initiatives are forming to conduct experiments in support of sustainability transitions. Such experiments, if carefully designed, provide significant learning opportunities for making progress on transition efforts. Yet, there is no broadly applicable evaluative scheme available to capture this critical information across a large number of cases, and to guide the design of transition experiments. To address this gap, the article develops such a scheme, in a tentative form, drawing on evaluative research and sustainability transitions scholarship, alongside insights from empirical cases. We critically discuss the scheme's key features of being generic, comprehensive, operational, and formative. Furthermore, we invite scholars and practitioners to apply, reflect and further develop the proposed tentative scheme – making evaluation and experiments objects of learning.
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| 2. |
- Van Poeck, Katrien, et al.
(författare)
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Environmental and sustainability education in the Benelux countries: research, policy and practices at the intersection of education and societal transformation
- 2018
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 24:9, s. 1234-1249
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Forskningsöversikt (refereegranskat)abstract
- © 2018 Informa UK Limited, trading as Taylor & Francis Group As an introductory article of a Special Issue on Environmental and Sustainability Education (ESE) in the Benelux region, this paper provides an overview of ESE research, policy and practice in Belgium, The Netherlands and Luxembourg. It discusses the different contributions in this collection with regard to how the central theme of this issue, the relation between education and societal transformation, is approached in each paper. The main characteristics of the ESE research fields in the Benelux are described in general terms, and placed within the context of how ESE policy and practice are organised in these countries. Next, different conceptualisations of the relation between educational and political spaces reflected in the collection are discussed and the varied contributions to this issue are positioned in relation to three distinguished traditions of approaching the place of democracy in ESE. The authors conclude with commenting on how this relates to different approaches to the research-policy-practice interface.
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