Global Climate Change, Adaptation and Abatement in a Context of Risk and Vulnerability
- Authors: Lotz-Sisitka, Heila , Le Grange, Lesley
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/437338 , vital:73371 , ISBN 9780826440655 , https://www.bloomsbury.com/us/climate-change-and-philosophy-9780826440655/
- Description: Climate Change and Philosophy presents ten original es-says by an international team of expert contributors, ex-ploring the important contribution philosophical inquiry can make to contemporary debates to do with climate change and the global environment. Examining this hugely topical issue through the lens of environmental philosophy, political theory, philosophy of technology, philosophy of education and feminist theory, these es-says interrogate some of the presumptions that inform modernity and our interaction with natural processes. The book asks fundamental questions about human na-ture and, more importantly, the concept of 'nature' itself. The conceptual frameworks presented here contribute to an understanding of the processes of change, of social transformation, and the means of adapting to the con-straints that problems such as climate change pose. The book proposes a way of beginning the important task of rethinking the relationship between humanity and the natural environment. Through enquiry into the basic philosophical principles that inform modern society, each author asserts that reflection informs change and that change is both required and possible in the context of the environmental crisis facing us today.
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New Possibilities for Mediation in Society: How is Environmental Education Research Responding?
- Authors: O’Donoghue, Rob B , Lotz-Sisitka, Heila
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/437354 , vital:73372 , ISBN 978-9460911590 , https://brill.com/display/title/36964?rskey=xymnmAandresult=1
- Description: African universities have, since their inception in the colonial era, been governed by a colonial framing of research agendas and modernist trajectories. Keeley and Scoones (2003), for example, explain how agronomy in the French colonies in Afri-ca was shaped by the ‘particular form of science’that arrived in Mali as the French set about expanding the production of cot-ton. French scientific research, at the time (in the post World War 1 period) emphasized the economic development of the colonies, which introduced scientific ways of improving the par-ticular production of cash crops, dealing with pests and improv-ing varieties, locating early university-based research in pat-terns of bureaucratic and state formation. Expatriate research-ers from universities in France, England and Belgium were brought to the colonies to set the agenda for research, as most of the colonial universities offered research and teaching pro-grammes that were accredited by universities in the ‘mother country’. While the number of expatriate researchers working in African universities may have declined in recent years, with the emphasis now on short-term consultancies (from the ‘donor country’), funding and technical inputs from mother and donor countries continues to shape research. What is of note here is how research agendas are coupled with particular research conventions and processes of administrative and social organ-ization1 that are seldom explicit..
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