08 SES 02 B, Competences, Agency and ESD
Parallel Paper Session
This paper concerns communication processes and how nature´s agency will be acknowledged according to the formulation of knowledge concerning the phenomenon "sustainable development". The study concerns environmental communication in the actions of UNESCO Man and Biosphere program (MAB) from emerging biosphere reserve (BR) building activities. It is a case-study of two emerging BR in Sweden. A BR building is the activities that shape model-areas for sustainability within the MAB. The narrative actor-network analysis is based on meeting observations and interviews with people that cooperate, collaborate and co-manage activities to gain sustainable futures within the areas and elsewhere in the world.
In the emergence of BR within the MAB, there is an anthropocentric viewpoint of agency. Still we cannot ignore the agency of nature because nature becomes a matter of knowledge framing when it concerns sustainability. It is activities in nature that matters along with activities that are framed by human societal actors. As humans we have the possibility or limitation to consider the agency of nature and find ways to change the action-space concerning the agency of human actors within processes framing sustainable futures within concerted actions of plurality or as deliberative consensus.
Nature as a key actor, in the activity of emergence of BR is both complex and complicated. To start, nature is not one nature is a collective of actants with various forms of agency. Still in environmental communicational acts, nature as a communicative term is used for everything and everyone, sometimes including and sometimes excluding the humans. Nature as an actor has the ability to change and shape form of life and material within processes of interaction and exchange. The nature is categorized within geology, biology and atmosphere. The actants within these categories that have an exchange or interact are for example mountains, volcanoes, rivers, trees, flowers, bushes, animal (both human and non-human animals). Humans is transformed to actors, both included as actant of the nature but also excluded from the nature as societal actors with agency in farming, foresting, nature observing, citizenship, societal positioning’s etc. Further these human actors are shaped as actants categorized as men, women, children etc.
Within the two studied BR, people have shaped various communication processes with different communication principles framing either a deliberative consensus outcome or a pluralistic agonistic output. This paper will refer to the various ways knowledge frameworks emerge according to the phenomenon “sustainable development” through the different possibilities and limitations that these two communication processes offer advantages to form.
The acceptance of nature as an actor with agency has changed over time within the communicating processes. The societal actors have at each of the two study-sites decreased their action-space over time and opened up for the acceptance of nature as an actor within the communication processes. The change of the societal actors´ agency within the communication processes are frames for the acknowledgement shaping knowledge concerning possibilities and limitations of sustainable futures in the world.
Benhabib, S. (1992). Autonomi och Gemenskap - Kommunikativ etik feminism och postmodernism. (A. Persson, Övers.) Göteborg: Daidalos. Berkes, F., Colding, J., & Folke, J. (2006 (2003)). Navigating Social-Ecological Systems Buildning Resilience for Complexity and Change. Cambride UK: Cambridge University Press. Börebäck, M. K. (submitted 2012). Struggling interactions in emerging model areas of sustainability. The International Journal of Environmental, Cultural, Economic and Social Sustainability. Callon, M. (1999). Actor-network theory - the market test. i J. Law, & J. Hassard, Actor Network Theory and after (ss. 181-195). Oxford, UK: Blackwell Publishers. Chapin, I. F., Kofinas, G. P., & Folke, C. (2009). Principles of ecosystem stewardship : resilience-based natural resource management in a changing world. Dryzek, J. S. (2002). Deliberative Democracy and Beyond - Liberals, Critics, Contestations. Oxford: Oxford University Press. Latour, B. (1999). On recalling ANT. i J. Law, & J. Hassard, Actor Network Theory and after (ss. 15-25). Oxford UK: Blackwell Publisher. Law, J. (1999). After ANT: complexity, naming and topology. i J. Law, & J. Hassard, Actor Network Theory and after (ss. 1-14). Oxford UK: Blackwell Publishers. Leigh Star, S. (1995). Ecologies of knowledge: work and politics in science and technology. New York: State University of New York Press, Albany. Mouffe, C. (2000 (2009)). The Democratic Paradox. London, New York: Verso Books. Mouffe, C. (2005). On the Political. London: Verso. Peterson, N. M., Peterson, M. J., & Peterson, T. R. (2005). Conservation and the myth of Consensus. Conservational Biology, 19(no 3), 762-757. Todd, S. (2009). Toward an Imperfect Education - Facing Humanity, Rethinking Cosmopolitanism. Boulder London: Paradigm Publishers. Unesco. (1996). Biosphere reserves. The Seville Strategy and the Statutory Framework of the World Network: http://unesdoc.unesco.org/images/0010/001038/103849e.pdf den 03 12 2010 Unesco. (2011). Biosphere Reserves - Learning Sites for Sustainable Development. Hämtat från Ecological Sciences for Sustainable Development: http://www.unesco.org/new/en/natural-sciences/environment/ecological-sciences/biosphere-reserves/ den 11 11 2011
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.