Posts Tagged ‘participation’
Resilience Management in Social-ecological Systems: A working hypothesis for a Participatory Approach
Approaches to natural resource management are often based on a presumed ability to predict probabilistic responses to management and external drivers such as climate. They also tend to assume that the manager is outside the system being managed. However, where the objectives include long-term sustainability, linked social-ecological systems (SESs) behave as complex adaptive systems, with the managers as integral components of the system. Moreover, uncertainties are large and it may be difficult to reduce them as fast as the system changes. Sustainability involves maintaining the functionality of a system when it is perturbed, or maintaining the elements needed to renew or reorganize if a large perturbation radically alters structure and function. The ability to do this is termed “resilience.” This paper presents an evolving approach to analyzing resilience in SESs, as a basis for managing resilience. We propose a framework with four steps, involving close involvement of SES stakeholders. It begins with a stakeholder-led development of a conceptual model of the system, including its historical profile (how it got to be what it is) and preliminary assessments of the drivers of the supply of key ecosystem goods and services. Step 2 deals with identifying the range of unpredictable and uncontrollable drivers, stakeholder visions for the future, and contrasting possible future policies, weaving these three factors into a limited set of future scenarios. Step 3 uses the outputs from steps 1 and 2 to explore the SES for resilience in an iterative way. It generally includes the development of simple models of the system’s dynamics for exploring attributes that affect resilience. Step 4 is a stakeholder evaluation of the process and outcomes in terms of policy and management implications. This approach to resilience analysis is illustrated using two stylized examples.
Democratizing the Classroom: Sequencing Discussions and Assignments to Promote Student Ownership of the Course
This article explores a radical pedagogical method for democratizing the classroom that generates rich, engaged, student-led discussions. The approach is grounded in the notion that democratic participation in the classroom is a worthy goal of radical pedagogy, that students must be adequately prepared in order to take on greater responsibility in the classroom, and that greater learning occurs when students take a more active role in the learning process. Careful sequencing of discussions and assignments is used to turn over responsibility for the course to students gradually, without sacrificing the depth and sophistication that instructors want to achieve in the classroom. The result is a classroom in which all students participate and in which thoughtful, informed discussion and debate is the primary mode of engagement. Early in my career, I found student presentations and student-led discussions to be dull and uninspired much of the time. However, by carefully structuring assignments so that students are adequately prepared, I have found it possible to turn over more and more of my classes to students while still covering the material at a sophisticated level and maintaining an engaged, interactive classroom.
The paper explores the emergence of territories that are constituted through spontaneous assembling of self-organized communities resulting in what we term urban social events. A concrete event is employed, namely Embros, an open occupation of an abandoned public building in the center of Athens, to highlight the dynamics that make urban social events transformative urban phenomena. By focusing upon the entangled mobilities of diverse agents, we explain how through differential, discontinual assembling and creative collaborations, such urban social interactions institute unbounded and immanent modes of organizing. The paper contributes to organizational territoriality studies proposing that urban social events are mobile entanglements that institute practices of creative transactions with formal or informal communities. By doing that, it places the Arts, creativity and community participation at the center of transformative organizing.
Our society is fundamentally changing. These days, almost nothing works without a computer chip. Processing power doubles every 18 months and will exceed the capabilities of human brains in about ten years from now. Some time ago, IBM’s Big Blue computer already beat the best chess player. Meanwhile, computers perform about 70 percent of all financial transactions, and IBM’s Watson advises customers better than human telephone hotlines. Will computers and robots soon replace skilled labor? In many European countries, unemployment is reaching historical heights. The forthcoming economic and social impact of future information and communication technologies (ICT) will be huge – probably more significant than that caused by the steam engine, or by nano- or biotechnology. The storage capacity for data is growing even faster than computational capacity. Within just a year we will soon generate more data than in the entire history of humankind. The “Internet of Things” will network trillions of sensors. Unimaginable amounts of data will be collected. Big Data is already being praised as the “oil of the 21st century”. What opportunities and risks does this create for our society, economy, and environment?
The latest childhood studies present children’s citizenship as a process of engaging in matters related to children themselves in their everyday lives. However, only a few studies have been conducted on what those issues are and what they actually tell about children’s citizenship. This study explores the nature of children’s participation and citizenship by adopting a life world perspective. The aim is to examine what kind of issues children want to participate in and influence. The data are drawn from an online discussion in the Finnish Children’s Parliament. Altogether 61 children participated in the discussion, with 566 postings. The analysis of the children’s online discussion shows that children comment mainly on issues that directly impact their lives, such as school. However, they also want to engage in issues that are global in nature, such as children’s general well-being.
Desde ano passado, grupos distritais, organizações da sociedade e ex-governantes opinam sobre como devem ser legislação, estrutura da gestão e políticas públicas do país africano.
No forno da Tanzânia, uma nova constituição começa a ser cozinhada e, para sua elaboração, o país está empregando um modelo inovador – a participação direta do povo. A proposta é a criação de um documento preparado literalmente com a voz de todos. E, para isso, um extenso trabalho deu-se início em julho de 2012. Espalhados pelas ruas, vales e vilas, diferentes comitês de pesquisa estão recolhendo nos quatro cantos do país sugestões, ideias e reclamações para a formação das novas leis do país. Todos devem ser ouvidos, tudo deve ser considerado. A nova constituição traz a democracia aplicada no sentido literal da palavra.
This is the last of the series of research papers based on the community’s experiences of transition. And I have to say it is the one that resonated for me the most. I’ve been quite sceptical of mainstream politics for as long as I can remember. I found especially the analysis of the Occupy, Los indignados and Anti Acta movement very interesting and a few important things have fallen into place for me. Below I have not tried to summarise it, but to make sense of my own thoughts using Magnus’s research. And to map out a way for us to maybe move forward as individuals and as a collective.
There is a widespread notion that life for youth today is radically different than it was for previous generations fueled by information technologies, media and markets. Another dominating theme is the notion of crisis and uncertainty- cuts in education affect who is able to access higher studies when the job market for young and educated is poor with result that more young people become part of group of youth hardest hit by crisis. You could even go so far as to state that people are being excluded from being able to afford access to jobs. This is connected to education as a sorting machine & it’s function having morphed from ticket to social mobility to minimum requirement to access labour market (recommendations include open school to world). Another dominant theme is the idea of “new opportunities and possibilities” supposedly offered to young people in our “knowledge societies”.
This text will examine how edgeryders take political action and participate in political processes. It will also see how the kinds of participation that edgeryders are involved in differ from how European youth policy imagine political participation and if it is possible to bridge these differences.
That the Edgeryders project want to examine political participation seems natural. One of the major ideas behind Edgeryders is that the citizens are experts when it comes to their own lives and as experts they should be involved in the policy process. Edgeryders explicitly wants to define itself against a passive presentation of youth as a problem category that policymakers and experts have to figure out and come up with policies for. Therefor, Edgeryders itself is an experiment in policy making that is based on a new kind of political participation.