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- Powell, Neil, et al.
(författare)
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Water Security in Times of Climate Change and Intractability : Reconciling Conflict by Transforming Security Concerns into Equity Concerns
- 2017
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Ingår i: Water. - : MDPI AG. - 2073-4441. ; 9:12
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Tidskriftsartikel (refereegranskat)abstract
- This paper considers how to achieve equitable water governance and the flow-on effects it has in terms of supporting sustainable development, drawing on case studies from the international climate change adaptation and governance project (CADWAGO). Water governance, like many other global issues, is becoming increasingly intractable (wicked) with climate change and is, by the international community, being linked to instances of threats to human security, the war in the Sudanese Darfur and more recently the acts of terrorism perpetuated by ISIS. In this paper, we ask the question: how can situations characterized by water controversy (exacerbated by the uncertainties posed by climate change) be reconciled? The main argument is based on a critique of the way the water security discourse appropriates expert (normal) claims about human-biophysical relationships. When water challenges become increasingly securitized by the climate change discourse it becomes permissible to enact processes that legitimately transgress normative positions through post-normal actions. In contrast, the water equity discourse offers an alternative reading of wicked and post-normal water governance situations. We contend that by infusing norm critical considerations into the process of securitization, new sub-national constellations of agents will be empowered to enact changes; thereby bypassing vicious cycles of power brokering that characterize contemporary processes intended to address controversies.
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- Grubbström, Ann, et al.
(författare)
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Persistent norms and the #MeToo effect in Swedish forestry education
- 2020
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Ingår i: Scandinavian Journal of Forest Research. - : Informa UK Limited. - 0282-7581 .- 1651-1891. ; 35, s. 308-318
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on the persistence of gender inequality in Swedish forestry education. The many strategic documents stand in contrast to the experienced inequalities depicted in the forest sector's #MeToo movement. Both #slutavverkat and the open letter, written by female students, describe harassment and sexist behaviour. Theories about the culture of silence and bystander behaviour - are used to analyse the continuation of the norms that make harassment possible. Through an analysis of focus groups and interviews, we identify mechanisms that allow for the continuation of gender inequality. It is shown that strong traditions and hierarchical relations between students have contributed to the continuation of the culture of masculine domination. This culture has been allowed to flourish in hidden arenas such as the student union and social media, often in the form of sexist jokes that have been tolerated. Leadership at different levels has formulated measures to promote gender equality, but at the same time has failed to hear and react sufficiently to discrimination. This has in turn contributed to women's silence. #slutavverkat and the open letter have led to increased awareness, but remaining challenges include the barriers that prevent bystanders from acting in a more prosocial way.
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- Joosse, Sofie, et al.
(författare)
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Critical, Engaged and Change-oriented Scholarship in Environmental Communication. Six Methodological Dilemmas to Think with
- 2020
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Ingår i: Environmental Communication. - : Informa UK Limited. - 1752-4032 .- 1752-4040. ; 14, s. 758-771
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Tidskriftsartikel (refereegranskat)abstract
- While calls for critical, engaged and change-oriented scholarship in environmental communication (EC) abound, few articles discuss what this may practically entail. With this article, we aim to contribute to a discussion in EC about the methodological implications of such scholarship. Based on our combined experience in EC research and drawing from a variety of academic fields, we describe six methodological dilemmas that we encounter in our research practice and that we believe are inherent to such scholarship. These dilemmas are (1) grasping communication; (2) representing others; (3) involving people in research; (4) co-producing knowledge; (5) engaging critically; and (6) relating to conflict. This article does not offer solutions to these complex dilemmas. Rather, our dilemma descriptions are meant to help researchers think through methodological issues in critical, engaged and change-oriented EC research. The article also helps to translate the dilemmas to the reality of research projects through a set of questions, aimed to support a sensitivity to, and understanding of, the dilemmas in context.
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- Klocker Larsen, Rasmus, et al.
(författare)
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Towards a Learning Model of ICT Application for Development : Lessons from a networked dialogue in Sweden
- 2010
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Ingår i: Information, Communication and Society. - : Informa UK Limited. - 1369-118X .- 1468-4462. ; 13, s. 136-150
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a two-day workshop held in Sweden (7-8 April 2008) to bring together researchers and professionals to share insights and experiences in the application of information and communication technology (ICT) to sustainable development (SD). The third in a series of events sponsored by the Swedish Program for Information and Communication Technology in Developing Regions (SPIDER), this workshop was aimed at fostering experience sharing among participants, creation of opportunities for formulating new project and research ideas, and enabling the formation of new partnerships. The focal point of the workshop was the conjunction of ICTs, environment, and development. Beginning with pre-workshop conversations via a blog page, the workshop promoted involvement of participants in active exchanges and dialogue through the use of open space processes. Workshop discussions revolved around questions of power and equity, poverty reduction, collective learning, and private sector involvement. The workshop was intended to encourage development organizations to explore alternatives to the traditional deployment approach to ICTs. Workshop participants reflected on the challenges and opportunities of shifting to a systemic learning approach for applying ICTs to SD. A systemic learning model is outlined as a means to enable more effective use of ICTs by balancing technical knowledge with insights into the context and history of the stakeholders and their field of application.
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| 8. |
- Powell, Stina, et al.
(författare)
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‘Are we to become a gender university?’ Facets of resistance to a gender equality project
- 2018
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Ingår i: Gender, Work and Organization. - : Blackwell Publishing Ltd. - 0968-6673 .- 1468-0432. ; 25:2, s. 127-143
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Tidskriftsartikel (refereegranskat)abstract
- Gender equality (GE) is something ‘we cannot not want’. Indeed, the pursuit of equal rights, responsibilities and opportunities for all women and men throughout a society freed from gendered oppression is widely visible in recent organizational GE initiatives. In practice, however, GE initiatives often fail in challenging gendered norms and at effecting deep-seated change. In fact, GE measures tend to encounter resistance, with a gap between saying and doing. Using a GE project at a Swedish university, we examined the changing nature of reactions to GE objectives seeking to understand why gender inequality persists in academia. We used ‘resistance’ to identify multiple, complex reactions to the project, focusing on the discursive practices of GE. Focusing our contextual analysis on change and changes in reactions enabled a process-oriented analysis that revealed gaps where change is possible. Thus, we argue that studying change makes it possible to identify points in time where gendered discriminatory norms are more likely to occur. However, analysing discursive practices does not itself lead to change nor to action. Rather, demands for change must start with answering, in a collaborative way, what problem we are trying to solve when we start a new GE project, in order to be relevant to the specific context. Otherwise, GE risks being the captive of consensus politics and gender inequality will persist.
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| 9. |
- Powell, Stina
(författare)
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Gender equality and meritocracy : contradictory discourses in the Academy
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines how gender equality measures and discourses are reconciled with notions of merit in academia. Gender equality is often defined as equal rights for women and men and has become a widely accepted political goal and vision. Meritocratic principles build on the assumption that everyone, regardless of gender, class, race and sexuality, has the same opportunities to advance provided they are sufficiently hardworking and intelligent. Meritocratic principles thus build on the assumption that objective evaluations are possible. Along these lines, inequalities in academia are a natural outcome and not the result of discrimination. However, feminist studies have shown that meritocratic practices fail to reach these objective evaluations and that gendered norms influence who is considered merited and not. This awareness of discrimination leads to academic organisations being required to act upon inequalities and ensure that gender equality measures are taken, despite the strong conviction that meritocracy is already in place. Thus, we have two contradictory discourses that have to be reconciled in order to co-exist in academia. Through which processes does this reconciliation take place? With a view to answering this, I examine a gender equality project at the Swedish University of Agricultural Sciences, SLU. The material includes interviews, focus-group interviews, surveys, participant observations and literature reviews. The research methodology is based on action research and the analysis on relational and critical discourse analysis. The research finds that meritocracy and gender equality are reconciled through three processes 1) by creating the gender inequality discourse as a matter for the individual, not the organisation 2) through depoliticisation of gender equality where administration rather than inequalities are in focus and 3) through a process of decoupling where gender equality is separated from the permanent organisation. These processes make it possible for meritocracy and gender equality to co-exist as two important principles of academic practice, despite their contradicting values. However, this separation of discourses contributes to the persistence of inequality in academic organisations. Further, these three processes work to silence counter discourses on gender equality that have become visible in the Gender Equality Project.
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