What Can We Learn from Urban Crisis?

The irreversible transition towards urban living entails complex challenges and vulnerabilities for citizens, civic authorities, and the management of global commons. Many cities remain beset by political, infrastructural, social, or economic fragility, with crisis arguably becoming an increasingly present condition of urban life. While acknowledging the intense vulnerabilities that cities can face, this article contends that innovative, flexible, and often ground-breaking policies, practices, and activities designed to manage and overcome fragility can emerge in cities beset by crisis. We argue that a deeper understanding of such practices and the knowledge emerging from contexts of urban crisis may offer important insights to support urban resilience and sustainable development. We outline a simple conceptual representation of the interrelationships between urban crisis and knowledge production, situate this in the context of literature on resilience, sustainability, and crisis, and present illustrative examples of real-world practices. In discussing these perspectives, we reflect on how we may better value, use, and exchange knowledge and practice in order to address current and future urban challenges.

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EMIT Parchment Paper

10.31219/osf.io/xr8b6 ◽

2021 ◽

Author(s):

Edward Yourdon

Keyword(s):

Information Technology ◽

Sustainable Development ◽

Real World ◽

World Economy ◽

The Real ◽

Initial Stage ◽

Development Direction ◽

Material Information ◽

Basic Level ◽

World Development

A t the beginning of this paper, the decentralized world (DW) and decentralized world economy (DeWe) were defined. And the blockchain industry was pointed out to be at the initial stage of the decentralized world parallel to the real world. Then a set of systematicsolutions, named Electronical Material Information Technology (EMIT), was proposed, after which the development direction and path of the decentralized world economy was put forward, from its limitations, by arguing how to provide sufficient and necessary basic conditions for the decentralized world development. In the end, the EMIT was proved to be an effective reference for building the decentralized world from the basic level to the application level and enabling its sustainable development.

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THE PLANNING OF INTEGRATED STEM EDUCATION BASED ON STANDARDS AND CONTEXTUAL ISSUES OF SUSTAINABLE DEVELOPMENT GOALS (SDG)

Journal of Nusantara Studies (JONUS) ◽

10.24200/jonus.vol4iss1pp300-315 ◽

2019 ◽

Vol 4 (1) ◽

pp. 300

Author(s):

Loh Su Ling ◽

Vincent Pang ◽

Denis Lajium

Keyword(s):

Sustainable Development ◽

Stem Education ◽

Real World ◽

Sustainable Development Goals ◽

After School ◽

Curriculum Standards ◽

Global Issues ◽

Integrated Stem ◽

Development Goals ◽

Real World Problems

Two important features in Science Technology Engineering Mathematics (STEM) education are integration and solving real world problems. Despite the efforts to promote STEM education awareness and interest among students and teachers, documented studies on how to explicitly integrate the existing STEM subjects curriculum standards in solving real world problems are limited. This paper describes the planning of after-school STEM education program focusing on relevant global issues related to Sustainable Development Goals (SDG) that integrates the existing curriculum standards of three STEM subject in the lower secondary level. The data collection is mainly through document analysis of the three individual STEM subjects’ standard documents and the planned curriculum map for the school, along with the document on ‘Education for Sustainable Development Goals Learning Objectives’. Four possible design challenges were formulated based on the themes in SDG incorporating selected standards from the three STEM subjects as well as addition of a few new related concepts and skills. The description offers a way to assist educators in planning similar STEM education lesson or programmes or activities through integration of the existing individual STEM disciplines curriculum standards for different level and context relevant to the students. Keywords: Contextual problem solving, integration, standard-based, STEM education, Sustainable Development Goals (SDG). Cite as: Loh, S. L., Pang, V., & Lajium, D. (2019). The planning of integrated STEM education based on standards and contextual issues of Sustainable Development Goals (SDG). Journal of Nusantara Studies, 4(1), 300-315. http://dx.doi.org/10.24200/jonus.vol4iss1pp300-315

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A Haveli at the Agra Riverfront: Link to a Lost Heritage

Journal of Heritage Management ◽

10.1177/24559296211047934 ◽

2021 ◽

pp. 245592962110479

Author(s):

Richa Bansal ◽

Abhishek Upadhyay

Keyword(s):

Sustainable Development ◽

Cultural Landscape ◽

Local Features ◽

Present Condition ◽

Mughal Empire ◽

Old Maps ◽

The Government ◽

River Yamuna ◽

The City ◽

Conservation And Management

Agra was the capital of the Mughal Empire at its zenith, and the splendour of the city during this period can only be imagined. There is an abundance of royal buildings which are protected by the Government of India. There were other significant buildings too, housing the high nobility, away from both the royal quarters as well as the ordinary peoples’ houses. These have largely vanished, being large enough to attract builders as well as developers. The article describes and establishes the significance of one such rare traditional townhouse or mansion called ‘haveli’ located on the river Yamuna, Agra, in relation to a larger historical and cultural landscape. It also discusses the possibilities of conservation and management for protecting and enhancing the significance of the premises and planning for its sustainable development in future. The current edifice appears to be a coalescence of British and Mughal architecture with some local features. The building stands where similar-sized havelis stood during the Mughal period, housing high nobility. The architects of these buildings efficiently used the features of the river. With most such havelis having disappeared from the riverfront, this large residence-like edifice provides an interesting glimpse of the lost heritage. Fragments of information obtained from old maps and paintings, site surveys and some few research works have been joined together to reconstruct the origin and transformation vis-a-vis the present condition.

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Reflections on Mode 3, the Co-Evolution of Knowledge and Innovation Systems and How it Relates to Sustainable Development

Creating a Sustainable Ecology Using Technology-Driven Solutions ◽

10.4018/978-1-4666-3613-2.ch004 ◽

2013 ◽

pp. 46-55

Author(s):

Alice B. M. Vadrot

Keyword(s):

Sustainable Development ◽

21St Century ◽

Knowledge Production ◽

Theoretical Perspective ◽

Innovation Systems ◽

Quadruple Helix ◽

Innovation Ecosystem ◽

Starting Point ◽

Basic Understanding ◽

Mode 3

This paper is interested in raising the question to which extent the epistemological implications of the Mode 3 concept coincide with the respective knowledge understanding. The argumentation focuses on the article from David F. J. Campbell and Elias G. “Mode 3” and “Quadruple Helix”: Toward a 21st Century Fractal Innovation Ecosystem (2009) and aims to illuminate it from a theoretical perspective. The starting point is the elaborated basic understanding of knowledge as well as the interpretation of knowledge production.

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Tourism Business, Place Identity, Sustainable Development, and Urban Resilience: A Focus on the Sociocultural Dimension

International Regional Science Review ◽

10.1177/0160017620925130 ◽

2020 ◽

Vol 44 (1) ◽

pp. 170-199

Author(s):

Pilar Jiménez-Medina ◽

Andrés Artal-Tur ◽

Noelia Sánchez-Casado

Keyword(s):

Sustainable Development ◽

Structural Equation ◽

Heritage Tourism ◽

Local Population ◽

Place Identity ◽

Local Economy ◽

Equation Modeling ◽

Urban Resilience ◽

Second Stage ◽

Mining Heritage

La Unión is a city located in the southeast of Spain with a long mining tradition. Along the twentieth century, this place faced a severe industrial crisis. Building on its history, heritage, and resources, the local economy changed towards the mining heritage tourism business. This article describes such a process of sustainable development and urban resilience through a two-stage approach. First, the focus is on explaining how the locality moved from being a mining industrial area to a mining heritage tourism place. In doing so, the study highlights the key role played by the cooperation of the local government and the nearby university. The second stage shows how the new economic model is firmly rooted on the mining identity of the place and what provides higher levels of sustainability to the destination from a social and cultural view. In this context, the article shows how the place identity model of tourism would be eager to limit the negative impacts usually associated with the spread of tourism, consequently receiving further support by the local population. To better understand the second-stage process, the study defines a theoretical framework and tests it empirically through a structural equation modeling approach. Results of the research provide regional policy advices.

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Engaging with the Sustainable Development Goals by going beyond Modernity: An ethical evaluation within a worldview framework

Global Sustainability ◽

10.1017/sus.2019.15 ◽

2019 ◽

Vol 2 ◽

Cited By ~ 2

Author(s):

Bert J. M. de Vries

Keyword(s):

Sustainable Development ◽

Real World ◽

Sustainable Development Goals ◽

The Sustainable Development ◽

Ethical Evaluation ◽

Values And Beliefs ◽

Development Goals

Non-technical summary The UN Sustainable Development Goals (SDGs) and targets are an important achievement. They largely reflect the worldview of Modernity, with its emphasis on scientific and planning rationality and emancipatory ideals. This worldview is no longer evident and dominant, and it is time to systematically explore complementing worldviews. Explicit use of worldviews, as sets of values and beliefs, and ethics enriches the interpretation and implementation of the SDGs. This facilitates the engagement of citizens in their real-world diversity and the development of respect for and empathy and cooperation with people holding other values, beliefs and morals. Dialogue around ‘the middle road’ can give guidance to just, fair and sustainable development pathways.

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Competences for Solving Complex Problems: A Cross-Sectional Survey on Higher Education for Sustainability Learning and Transdisciplinarity

Sustainability ◽

10.3390/su12156016 ◽

2020 ◽

Vol 12 (15) ◽

pp. 6016 ◽

Cited By ~ 1

Author(s):

Filippina Risopoulos-Pichler ◽

Fedor Daghofer ◽

Gerald Steiner

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Continuing Education ◽

Real World ◽

Academic Disciplines ◽

Education For Sustainability ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Human Environment ◽

Complex Problems

Successfully coping with complex, real-world challenges, such as those related to sustainable development and the resilience of coupled human–environment systems, calls increasingly for adapted forms of education and extended competences. Hence, we argue that, beyond knowledge and expertise in professional domains, additionally, personal, systemic, creative, and sociocultural competences are required to meet such challenges. Herefor, institutions of higher and continuing education play a crucial role. In this paper, universities as institutions of higher education are critically considered in relation to delivering education for sustainable development by raising awareness and providing the necessary competences to cope with complex problems such as sustainable development through effective forms of higher and continuing education as well as training. Research on attitudes and perceptions regarding sustainable development and the perceived need for comprehensive competences required to deal with such complex problems is still lacking. Our study provides a first attempt to elucidate core aspects of these attitudes, perceptions, and competences aiming to contribute to future, more tailored education approaches. We discuss the outcomes of a survey on sustainability in teaching and learning conducted at four Austrian universities. The analyzed sample comprised 3200 students as the recipients of, and 498 lecturers as the providers of, sustainability education in various academic disciplines at four distinct Austrian universities. Applying a questionnaire-based investigation of self-reported sustainability-related perceptions, attitudes, and competences and conducting factor analysis and cluster analysis, five sustainability types were identified that revealed a type of specific core awareness of sustainability and the perception of required competences related to sustainable development. The results presented are positioned to build a basis for further investigation that goes beyond the self-reported assessments to enable a comparison with sustainability-related, real-world problem-solving performance.

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UN Women’s feminist engagement with governance by indicators in the Millennium and Sustainable Development Goals

Global Social Policy ◽

10.1177/1468018120931696 ◽

2020 ◽

Vol 20 (3) ◽

pp. 352-366

Author(s):

Sara Rose Taylor

Keyword(s):

Sustainable Development ◽

Gender Equality ◽

Knowledge Production ◽

Sustainable Development Goals ◽

Ways Of Knowing ◽

Data Driven ◽

Evidence Based ◽

Feminist Critique ◽

Evidence Based Policy ◽

Development Goals

The rise of evidence-based policy has brought with it an increase in the use of indicators and data-driven global projects. The United Nations System has used the indicator-based Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs) projects to govern policy from above. Of particular interest in this article is how indicators are used to govern gender equality initiatives within the Goals. By using ‘governance by indicators’ as a framework for understanding global policy processes, we can better understand how the power of indicators can help or hinder progress towards gender equality depending on the extent to which it renders gendered concerns visible. Studying indicators in this forum also illuminates spaces of contestation, where policy actors can debate indicators and reshape meaning. Based on this framework, this article explores UN Women’s feminist critique of measurement and knowledge production in the MDGs and SDGs. Looking through their feminist lens applied to this form of knowledge production can yield a better understanding of the use of indicators in shaping evidence-based policy from the global level. In recognizing the value of quantification and data-driven evidence in policy, this article speaks to the tension between feminist critique of quantitative knowledge production and the feminist approach’s welcoming of multiple ways of knowing.

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Localizing the Sustainable Development Goals Through the Lens of Urban Resilience: Lessons and Learnings from 100 Resilient Cities and Cape Town

Sustainability ◽

10.3390/su12020550 ◽

2020 ◽

Vol 12 (2) ◽

pp. 550 ◽

Cited By ~ 9

Author(s):

Sylvia Croese ◽

Cayley Green ◽

Gareth Morgan

Keyword(s):

Sustainable Development ◽

Sustainable Development Goals ◽

Rockefeller Foundation ◽

Cape Town ◽

Global Development ◽

Urban Resilience ◽

The Sustainable Development ◽

Development Goals ◽

Paris Climate Agreement ◽

The City

Urban resilience is increasingly seen as essential to managing the risks and challenges arising in a globally changing, connected, and urbanized world. Hence, cities are central to achieving a range of global development policy commitments adopted over the past few years, ranging from the Paris Climate Agreement to the Sustainable Development Goals (SDGs). However, knowledge of the ways in which cities are going about implementing resilience or of how such efforts can practically contribute to the implementation of global agendas is still limited. This paper discusses the experience of cities that were members of the 100 Resilient Cities (100RC) network, an entity pioneered by The Rockefeller Foundation. It reviews the resilience strategies developed by 100RC members to show that 100RC cities are increasingly aligning their resilience work to global development policies such as the SDGs. It then draws on the case of the city of Cape Town in South Africa to illustrate the process of developing a resilience strategy through 100RC tools and methodologies including the City Resilience Framework (CRF) and City Resilience Index (CRI) and its alignment to the SDGs and reflects on lessons and learnings of Cape Town’s experience for the global city network-policy nexus post-2015.

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Imagining between possible and realized: Creative world-making as politically situated knowledge production

Dialogues in Human Geography ◽

10.1177/2043820619850268 ◽

2019 ◽

Vol 9 (2) ◽

pp. 150-153 ◽

Cited By ~ 1

Author(s):

John Paul Catungal

Keyword(s):

Sexual Violence ◽

Indigenous People ◽

Knowledge Production ◽

Real World ◽

Possible Worlds ◽

Situated Knowledge ◽

Social Difference ◽

Geographical Knowledge ◽

Artistic Works

In this rejoinder to Dragos Simandan’s (2019) consolidated theory of the partiality of geographical knowledge, I draw on feminisms of colour, including Black and Chicanx feminisms, to re-place power at the heart of how we understand the situatedness and limitations of how we know, experience and produce worlds. Furthermore, dissatisfied with Simandan’s binary construction of ‘possible worlds’ (in plural) and the ‘realized world’ (in singular), and his call to move beyond ‘ simply social difference’ (my emphasis) in how we theorize the partiality of geographical knowledge, I centre creative practices by marginalized people as practices that conjoin navigating the unjust ‘real’ world and imagining different, more just worlds. The artistic works of Cree/Irish artist Kent Monkman provide powerful examples of art as geographical knowledge that makes room both for critiques of the gender, racial and sexual violence of settler colonial world-making and for the agentive production of alternate worlds by Indigenous people, including through their creative practices.

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