Origins and functions of climate-related relocation: An analytical review

2020 ◽  
Vol 7 (2) ◽  
pp. 159-188
Author(s):  
Jessica Marter-Kenyon
Keyword(s):  
Adaptation To Climate Change ◽  
Critical Scholarship ◽  
Environmental Migration ◽  
Complex Process ◽  
The Social ◽  
Analytical Review ◽  
Global Discourse ◽  
Social Construction Of Risk ◽  
Political Negotiation ◽  
Research And Policy

Planned, state-led population relocation is advanced as an adaptation to climate change. Concerned that climate hazards will threaten settlement viability and provoke widespread, unplanned migration, global discourse overwhelmingly characterizes relocation as a voluntary, “last resort” effort to resettle and rebuild communities in safer areas. Over the past decade, scholars have investigated where and why climate-related relocation materializes and how it functions as an adaptation (or otherwise). This article systematically reviews the scientific literature, concluding that climate-related relocation is a more diverse and complex process than recognized within dominant research efforts and policy narratives. While climate-related relocation is sometimes a function of environmental migration pressures and adaptation imperatives, recent critical scholarship shows that climate-related relocation processes are embedded in historical responses to environment and development problems and unfold through political negotiation, discourse, and the social construction of risk and response. In practice, “adaptive relocation” frequently involves population redistribution (villagization and sedentarization) as well as resettlement, is often proactive and involuntary, and risks (re)producing maladaptive outcomes. Based on this analysis, I argue for an expanded research and policy agenda centered around a pluralistic conceptual framework that respects the diversity of relocation efforts undertaken as adaptation.

scholarly journals The daily climate in the classroom. Relational context of socialization

2013 ◽  
Vol 3 (3) ◽  
pp. 289-300
Author(s):  
María Jesús Comellas i Carbó
Keyword(s):  
Educational Institution ◽  
Well Being ◽  
Cultural Patterns ◽  
Relational Context ◽  
Factors Affecting ◽  
Complex Process ◽  
The Social ◽  
Relational Difficulties ◽  
Great Complexity ◽  
Relational Climate

Socialization occurs not consciously through a complex process of interactions where emotions, values, attitudes, feelings and own context cultural patterns are integrated. This process generates a relational climate that should be conducive to learning and well-being for all people in the group. The school, educational institution, favors the relationships within the group framework and reconstructs previous learning with a variety of models and the educational action led by the faculty. The amplitude of the classroom group creates situations of great complexity and offers many opportunities to prevent the violence from the knowledge of situations that may involve risks and relational vulnerability and relational difficulties especially for some people. The factors that can hinder relations and create an improper relational climate include the social and learning difficulties and cultural differences. The climate cannot be changed individually but it is modified from the dynamics led by the adult person who has the responsibility to help the group learn to relate and that each individual has their space of belonging. We present data from a population of 10891 students in primary and secondary education and the analysis of some factors affecting the climate of the group.

Marx, subsumption and the critique of innovation

Organization ◽  
2021 ◽  
pp. 135050842110153
Author(s):  
Shannon Walsh
Keyword(s):  
Critical Study ◽  
Innovation Studies ◽  
Critical Scholarship ◽  
The Social ◽  
Marxist Approach ◽  
Analytical Tools

This paper advances a Marxist approach to the critical study of innovation. Such an approach offers alternative analytical tools for understanding the social and political aspects of innovation that are increasingly coming into focus within academic and practitioner fields. After outlining the emerging field of critical innovation studies and its key concerns, I turn to the question of how a Marxist critique differs from other forms of critical scholarship. I then introduce Marx’s application of the concept of subsumption to account for the relation between innovation and capital and to demonstrate the strength of a Marxist approach to the critical study of innovation.

scholarly journals Contextualised strong reciprocity explains selfless cooperation despite selfish intuitions and weak social heuristics

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ozan Isler ◽  
Simon Gächter ◽  
A. John Maule ◽  
Chris Starmer
Keyword(s):  
Social Dilemma ◽  
The Self ◽  
Self Control ◽  
Conditional Cooperation ◽  
Strong Reciprocity ◽  
Time Patterns ◽  
The Social ◽  
Primary Driver ◽  
Collective Benefit ◽  
Research And Policy

AbstractHumans frequently cooperate for collective benefit, even in one-shot social dilemmas. This provides a challenge for theories of cooperation. Two views focus on intuitions but offer conflicting explanations. The Social Heuristics Hypothesis argues that people with selfish preferences rely on cooperative intuitions and predicts that deliberation reduces cooperation. The Self-Control Account emphasizes control over selfish intuitions and is consistent with strong reciprocity—a preference for conditional cooperation in one-shot dilemmas. Here, we reconcile these explanations with each other as well as with strong reciprocity. We study one-shot cooperation across two main dilemma contexts, provision and maintenance, and show that cooperation is higher in provision than maintenance. Using time-limit manipulations, we experimentally study the cognitive processes underlying this robust result. Supporting the Self-Control Account, people are intuitively selfish in maintenance, with deliberation increasing cooperation. In contrast, consistent with the Social Heuristics Hypothesis, deliberation tends to increase the likelihood of free-riding in provision. Contextual differences between maintenance and provision are observed across additional measures: reaction time patterns of cooperation; social dilemma understanding; perceptions of social appropriateness; beliefs about others’ cooperation; and cooperation preferences. Despite these dilemma-specific asymmetries, we show that preferences, coupled with beliefs, successfully predict the high levels of cooperation in both maintenance and provision dilemmas. While the effects of intuitions are context-dependent and small, the widespread preference for strong reciprocity is the primary driver of one-shot cooperation. We advance the Contextualised Strong Reciprocity account as a unifying framework and consider its implications for research and policy.

Heritage in Conflict and Consensus: New Approaches to the Social, Political, and Religious Impact of Public Heritage in the 21st Century

2010 ◽  
Vol 17 (4) ◽  
pp. 655-657
Author(s):  
Angela M. Labrador
Keyword(s):  
21St Century ◽  
Northeastern United States ◽  
Policy Initiatives ◽  
New Approaches ◽  
The Social ◽  
Permanent Working ◽  
Policy Agendas ◽  
University Of Massachusetts ◽  
Practice Community ◽  
Research And Policy

The inaugural event for the newly established University of Massachusetts (UMass) Amherst Center for Heritage & Society, entitled “Heritage in Conflict and Consensus: New Approaches to the Social, Political, and Religious Impact of Public Heritage in the 21st Century,” was held in November 2009 at three locations in the northeastern United States. Workshop attendees participated in several organized sessions, day trips, informal discussions, and five plenary sessions with accompanying working sessions focused on four themes in international heritage practice: community; faith; diaspora; and burial, ancestors, and human Remains. The event was co-organized by two members of the UMass Amherst Center for Heritage & Society, Director Elizabeth Chilton and Coordinator of Projects and Policy Initiatives Neil Silberman, whose main goal was to establish a permanent working group of international representatives engaging with issues of heritage in conflict charged with setting research and policy agendas for the field.

INTERACTION WITH SOCIETY IN DIFFERENT VERSIONS OF PRESCHOOL EDUCATION

2021 ◽  
Vol 69 (1) ◽  
pp. 109-117
Author(s):  
A. K. Aitpayeva ◽  
◽  
Zh. M. Akparova ◽  
Keyword(s):  
Preschool Education ◽  
Preschool Age ◽  
Modern World ◽  
Behavioral Models ◽  
Cultural Experience ◽  
The People ◽  
Complex Process ◽  
The Social ◽  
Self Development ◽  
Younger Generation

In modern psychological and pedagogical science, the concept of "socialization" is interpreted as the process of development and self-development of a person during the assimilation and reproduction of socio-cultural experience. And, of course, it is very important to ensure the successful socialization of the younger generation. In the modern world, the problem of social development of the younger generation is becoming one of the most urgent. Parents and educators are more concerned than ever about what needs to be done to ensure that a child entering this world becomes confident, happy, intelligent, kind, and successful. In this complex process of becoming a person, a lot depends on how the child adapts to the world of people, whether he will be able to find his place in life and realize his own potentialAt first glance, it seems that the social world of a preschool child is small. This is his family, adults and peers, whom he meets in kindergarten. However, the people around the child enter into a variety of relationships — kinship, friendship, professional and labor, etc. Therefore, even at preschool age, children need to form an idea of the diversity of human relations, tell them about the rules and norms of life in society, and equip them with behavioral models that will help them adequately respond to what is happening in specific life situations. In other words, it is necessary to manage the process of socialization.

scholarly journals International Organizations in Education: New Takes on Old Paradigms

2021 ◽  
pp. 127-161
Author(s):  
Dennis Niemann
Keyword(s):  
International Organizations ◽  
Global Education ◽  
World Politics ◽  
Cultural Value ◽  
The World Bank ◽  
The Social ◽  
The World ◽  
Global Discourse ◽  
Education Discourse ◽  
Over Time

AbstractIn Chap. 10.1007/978-3-030-78885-8_5, Dennis Niemann analyzes international organizations (IOs) and their education ideas. Different ideological paradigms dominated the global education discourse at different periods. Fundamentally, they revolve around two poles of an economic utilitarian view on education and on an interpretation that emphasizes the social and cultural value of education. Both leitmotifs were influenced by general developments in world politics, and they were also reflected within IOs. Niemann analyzes how global education IOs, specifically the World Bank, the OECD, UNESCO, and the ILO, influenced the global discourse on education. First, he argues that within the IOs, the antipodal views on education became more complementary over time. Second, he demonstrates the pattern of interaction between the IOs has also changed from competition to cooperation.

scholarly journals Interdisciplinaridade e Ensino: Propostas para Planejamento Curricular

2019 ◽  
Vol 20 (3) ◽  
pp. 273
Author(s):  
Renata Biguetti de Souza Santos ◽  
Givan José Ferreira dos Santos ◽  
Alessandra Dutra
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Basic Education ◽  
Curriculum Planning ◽  
Social Actors ◽  
Complex Process ◽  
The Social ◽  
School Teaching ◽  
Analytical Research ◽  
Methodological Aspects

A questão do planejamento curricular se apresenta como um dos elementos centrais quando se reflete a respeito do complexo processo de ensino-aprendizagem escolar, particularmente da Educação Básica. Nessa perspectiva busca-se responder aos questionamentos por que fazer, o que é e como fazer um projeto de currículo para o ensino escolar com princípios da interdisciplinaridade e, em consonância com essa problemática, alcançar os objetivos de expor razões favoráveis à adoção na prática docente desse paradigma pedagógico, de mostrar alguns de seus traços conceituais e de sinalizar caminhos para sua efetivação. Com base em aspectos teóricos e metodológicos de pesquisadores sobre o fenômeno da interdisciplinaridade e sua relação com a organização curricular, empreendeu-se uma pesquisa de cunho bibliográfico, descritivo e analítico. Acredita-se que os pressupostos conceituais, as luzes pedagógicas e as reflexões apresentadas no trabalho possam contribuir para aprofundamento da compreensão do tema pelos atores sociais que pensam e atuam na educação do Brasil. Palavras-chave: Processo de Ensino e Aprendizagem. Prática Docente. Educação no Brasil.   AbstractThe issue of curriculum planning is presented as one of the central elements when reflecting on the complex process of school teaching and learning, particularly in basic education. From this perspective, seeks to answer the questions why to do, what is and how to make a curriculum project for school teaching with interdisciplinary principles and, in line with this problem, achieve the objectives of exposing reasons favorable to adoption in practice. teacher of this pedagogical paradigm, to show some of its conceptual traits and to signal paths for its realization. Based on the theoretical and methodological aspects of researchers about the phenomenon of interdisciplinarity and its relationship with the curricular organization, a bibliographical, descriptive and analytical research was undertaken. It is believed that the conceptual assumptions, the pedagogical lights and the reflections presented in the work can contribute to the deepening of the understanding of the theme by the social actors who think and act in the education of Brazil. Keywords: Teaching and Learning Process. Teaching Practice. Education in Brazil. 

“The Burdens of Urban History”: Comment

1989 ◽  
Vol 3 ◽  
pp. 30-51 ◽  
Author(s):  
Ira Katznelson
Keyword(s):  
Social Sciences ◽  
Social History ◽  
Urban History ◽  
American Exceptionalism ◽  
The Political ◽  
Social Scientists ◽  
Critical Scholarship ◽  
The Social ◽  
State And Society ◽  
The City

How, if at all, can studies of the city help us understand the distinctive qualities of the American regime? In “The Burdens of Urban History,” which refines and elaborates his earlier paper “The Problem of the Political in Recent American Urban History,” Terrence McDonald, a historian who has written on urban fiscal policy and conflict, argues that students of the city have focused their work too narrowly on bosses and machines, patronage and pluralism. In so doing, they have obscured other bases of politics and conflict, and, trapped by liberal categories of analysis, they have perpetuated a self-satisfied, even celebratory, portrait of American politics and society. This unfortunate directionality to urban research in some measure has been unwitting because historians and social scientists have been unreflective about the genealogies, and mutual borrowings, of their disciplines. Even recent critical scholarship in the new social history and in the social sciences under the banner of “bringing the state back in” suffers from these defects. As a result, these treatments of state and society relationships, and of the themes that appear under the rubric of American “exceptionalism,” are characterized by an epistemological mish-mash, a contraction of analytical vision, and an unintended acquiescence in the self-satisfied cheerleading of the academy that began in the postwar years.

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