Zoe P. Robinson

Big society, little justice? Community renewable energy and the politics of localism

This paper challenges “Big Society (BS) Localism”, seeing it as an example of impoverished localist thinking which neglects social justice considerations. We do this through a critical examination of recent turns in the localist discourse in the UK which emphasise self-reliant communities and envisage a diminished role for the state. We establish a heuristic distinction between positive and negative approaches to localism. We argue that the Coalition Governments BS programme fits with a negative localist frame as it starts from an ideological assumption that the state acts as a barrier to community-level associational activity and that it should play a minimal role. “BS localism” (as we call it) has been influential over the making of social policy, but it also has implications for the achievement of environmental goals. We argue that this latest incarnation of localism is largely ineffective in solving problems requiring collective action because it neglects the important role that inequalities play in inhibiting the development of associational society. Drawing upon preliminary research being undertaken at the community scale, we argue that staking environmental policy success on the ability of local civil society to fill the gap left after state retrenchment runs the risk of no activity at all.

Community knowledge networks: an action-orientated approach to energy research

The Climate Change Act 2008 commits the UK to reducing carbon emissions by 80% of 1990 levels by 2050. With household emissions constituting more than a quarter of current total energy use in the UK, energy practices in the home have taken on increased policy attention. In this paper, we argue that the UK governments approach is founded upon a variant of methodological individualism that assumes that providing greater energy information to individuals will effect behaviour change in relation to energy use. Such an approach is potentially limited in its effectiveness and does not afford appropriate recognition to all those affected by energy policy. In contrast to this approach, we set out an alternative perspective, a community knowledge networks approach to energy and justice which recognises the contexts and relationships in which people live and use energy. Such an approach emphasises situated knowledge and practices in order to gain a greater understanding of how individuals and communities use energy, but, importantly, offers a means for affording greater recognitional justice to different social groups.

Discharge of debris from ice at the margin of the Greenland ice sheet

Sediment production at a terrestrial section of the ice-sheet margin in West Greenland is dominated by debris released through the basal ice layer. The debris flux through the basal ice at the margin is estimated to be 12–45 m 3 m −1 a −1 . This is three orders of magnitude higher than that previously reported for East Antarctica, an order of magnitude higher than sites reported from in Norway, Iceland and Switzerland, but an order of magnitude lower than values previously reported from tidewater glaciers in Alaska and other high-rate environments such as surging glaciers. At our site, only negligible amounts of debris are released through englacial, supraglacial or subglacial sediment transfer. Glaciofluvial sediment production is highly localized, and long sections of the ice-sheet margin receive no sediment from glaciofluvial sources. These findings differ from those of studies at more temperate glacial settings where glaciofluvial routes are dominant and basal ice contributes only a minor percentage of the debris released at the margin. These data on debris flux through the terrestrial margin of an outlet glacier contribute to our limited knowledge of debris production from the Greenland ice sheet.

Preservation of basal-ice sediment texture in ice-sheet moraines

Ice-sheet moraines near Kangerlussuaq in west Greenland inherit distinctive particle-size distributions from basal ice, although debris structures from the basal ice are commonly destroyed by deposition and resedimentation processes. The abundance of clay and silt in the ‘dispersed faciesa basal ice at the ice-sheet margin is clearly re#ected in the sedimentology of the ice-sheet moraine. Geographical variations in the texture or grain size of moraine sediments may thus re#ect geographical variations in basal ice. This o!ers a new approach to reconstructing the basal-ice characteristics, and hence the thermal and dynamic properties, of former ice sheets. ( 2000 Elsevier Science Ltd. All rights reserved.

Neoliberalism, new public management and the sustainable development agenda of higher education: history, contradictions and synergies

This paper explores the ideological and the practical relationship between neoliberalism and New Public Management (NPM) and the sustainable development agenda of western higher education. Using the United Kingdom and specifically English universities as an example, it investigates the contradictions and the synergies between neoliberal and NPM ideologies and the pursuit and practice of the sustainability agenda, focusing in particular on education for sustainable development (ESD) and ESD research. This paper reveals a range of challenges and opportunities in respect of advancing sustainability in higher education, within the prevailing neoliberal context. It illustrates using examples how neoliberal and managerialist control mechanisms, which govern institutional, departmental and individual academic, as well as student behaviour, are working conversely to both drive and limit the sustainability education agenda. The case is made for further exploration of how ‘nudging’ and ‘steering’ mechanisms within English HE might provide further leverage for ESD developments in the near future, and the implications of this for sustainability educators.

Glacier advance, ice-marginal lakes and routing of meltwater and sediment: Russell Glacier, Greenland

The ice-sheet margin at Russell Glacier, West Greenland, advanced ∼7 m a −1 between 1968 and 1999. As the ice advanced over moraine ridges, small changes in position caused major changes in the routing of proglacial water and sediment. These included changes in the distribution of ice-marginal lakes, in the periodic drainage of ice-dammed lakes, in the routing and sediment content of meltwater draining into the proglacial zone, and in the release of sediment from the moraines by erosion and mass movements. Proglacial hydrology and sediment flux appear to be controlled not simply by glacier mass balance, but by evolving ice-marginal geomorphology, which must be accounted for in palaeoenvironmental interpretation of proglacial sediments.

CHANGES IN ICE-MARGIN PROCESSES AND SEDIMENT ROUTING DURING ICE-SHEET ADVANCE ACROSS A MARGINAL MORAINE

Abstract. Advance of part of the margin of the Greenland ice sheet across a proglacial moraine ridge between 1968 and 2002 caused progressive changes in moraine morphology, basal ice formation, debris release, ice‐marginal sediment storage, and sediment transfer to the distal proglacial zone. When the ice margin is behind the moraine, most of the sediment released from the glacier is stored close to the ice margin. As the margin advances across the moraine the potential for ice‐proximal sediment storage decreases and distal sediment flux is augmented by reactivation of moraine sediment. For six stages of advance associated with distinctive glacial and sedimentary processes we describe the ice margin, the debris‐rich basal ice, debris release from the glacier, sediment routing into the proglacial zone, and geomorphic processes on the moraine. The overtopping of a moraine ridge is a significant glaciological, geomorphological and sedimentological threshold in glacier advance, likely to cause a distinctive pulse in distal sediment accumulation rates that should be taken into account when glacial sediments are interpreted to reconstruct glacier fluctuations.

Identifying spatial and temporal dynamics of proglacial groundwater–surface-water exchange using combined temperature-tracing methods

The effect of proglacial groundwater systems on surface hydrology and ecology in cold regions often is neglected when assessing the ecohydrological implications of climate change. We present a novel approach in which we combined 2 temperature-tracing techniques to assess the spatial patterns and short-term temporal dynamics of groundwater–surface-water exchange in the proglacial zone of Skaftafellsjökull, a retreating glacier in southeastern Iceland. Our study focuses on localized groundwater discharge to a surface-water environment, where high temporal- and spatial-resolution mapping of sediment surface and subsurface temperatures (10–15 cm depth) were obtained by Fiber-Optic Distributed Temperature Sensing (FO-DTS). The FO-DTS survey identified temporally consistent locations of temperature anomalies at the sediment–water interface, indicating distinct zones of cooler groundwater upwelling. The high-resolution FO-DTS surveys were combined with calculations of 1-dimensional groundwater seepage fluxes based on 3 vertical sediment temperature profiles, covering depths of 10, 25, and 40 cm below the lake bed. The calculated groundwater seepage rates ranged between 1.02 to 6.10 m/d. We used the combined techniques successfully to identify substantial temporal and spatial heterogeneities in groundwater–surface exchange fluxes that have relevance for the ecohydrological functioning of the investigated system and its potential resilience to environmental change.

The use of educational game design and play in higher education to influence sustainable behaviour

Purpose The purpose of this paper is to discuss a novel life cycle approach to education for sustainable development (ESD) where the students become “design thinkers”. Design/methodology/approach A case study on the creation, development and utilisation of educational games by university students is presented. The paper discusses the case study in the context of Kolb’s experiential learning and dynamic matching model, Perry’s stages of intellectual development and Beech and Macintosh’s processual learning model. The data used were from questionnaire feedback from the pupils who played the games and students who designed the games. Further qualitative feedback was collected from local schools involved in playing the games created by the students. Findings Overall, the students responded positively to the assessment and would like to see more of this type of assessment. They enjoyed the creativity involved and the process of developing the games. For the majority of the skill sets measured, most students found that their skills improved slightly. Many students felt that they had learnt a lot about effectively communicating science. The school children involved in playing the student-created games found them accessible with variable degrees of effectiveness as engaging learning tools dependent on the game. Originality/value This paper contributes a new approach to ESD which incorporates learner-centred arrangements within a full life cycle of game creation, delivery, playing and back to creation. The games can be used as a tool for enhancing knowledge and influencing behaviours in school children whilst enhancing ESD capacity in schools. The assessment also helps forge important links between the academic and local communities to enhance sustainable development.

Are geography students good “environmental citizens?” A comparison between year of study and over time

Are geography students good “environmental citizens?” Has this improved over time with increasing emphasis on sustainability within higher education? This paper compares environmental attitudes and behaviours of geography students at different stages of their degree and over a seven-year period. The findings show that although geography students have an interest in environmental issues and feel a responsibility to educate others, this does not necessarily lead to pro-environmental behaviours, particularly more indirect behaviours. Environmental citizenship attributes in first year geography students show little change over seven years, other than where behaviours have been influenced by changes to the infrastructure around them.