Search Results (5)

The American Civil War has been commemorated with a great variety of monuments, memorials, and markers. These monuments were erected for a variety of reasons, beginning with memorialization of the fallen and later to honor aging veterans, commemoration of significant anniversaries associated with the conflict, memorialization of sites of conflict, and celebration of the actions of military leaders. Sources reveal that during both the Jim Crow and Civil Rights eras, many monuments were erected as part of an organized propaganda campaign to terrorize African American communities and distort the past by promoting a “Lost Cause” narrative. Through subsequent decades, to this day, complex and emotional narratives have surrounded interpretive legacies of the Civil War. Instruments of commemoration, through both physical and digital intervention approaches, can be provocative and instructive, as the country deals with a slavery legacy and the commemorated objects and spaces surrounding Confederate inheritances. Today, all of these potential factors and outcomes, with internationally relevance, are surrounded by swirls of social and political contention and controversy, including the remembering/forgetting dichotomies of cultural heritage. In this article, drawing from the testimony of scholars and artists, I address the conceptual landscape of approaches to the presentation and evolving participatory narratives of Confederate monuments that range from absolute expungement and removal to more restrained ideas such as in situ re-contextualization, removal to museums, and preservation-in-place. I stress not so much the academic debate but how the American public is informed about and reacts to the various issues related to Confederate memorialization. My main point, where my premise stands out in the literature, is that, for the sake of posterity, and our ability to connect and engage with a tangible in situ artifact, not all Confederate statues should be taken down. Some of them, or remnants of them, should be preserved as sites of conscience and reflection, with their social and political meanings ongoing and yet to be determined in the future. The modern dilemma turns on the question: In today’s new era of social justice, are these monuments primarily symbols of oppression, or can we see them, in select cases, alternatively as sites of conscience and reflection encompassing more inclusive conversations about commemoration? What we conserve and assign as the ultimate public value of these monuments rests with how we answer this question. Full article

This paper delves into the multifaceted concept of sustainability, covering its evolution, laws, principles, as well as the different domains and challenges related to achieving it in the modern world. Although capitalism, socialism, and communism have been utilized throughout history, their strengths and drawbacks have failed to address sustainable development comprehensively. Therefore, a holistic approach is necessary, which forms the basis for a new development model called sustainalism. This study proposes a new socio-economic theory of sustainalism that prioritizes quality of life, social equity, culture, world peace, social justice, and well-being. This paper outlines the six principles of sustainalism and identifies sustainalists as individuals who embrace these new concepts. This study also explores how to attain sustainalism in the modern world through a sustainable revolution, representing a step toward a sustainable era. In conclusion, this paper summarizes the key points and emphasizes the need for a new approach to sustainalism in the broader sense. The insights provided are valuable for further research on sustainalism and sustainability. Full article

The World Health Organization officially classified COVID-19 as a pandemic in early March 2020. Extraordinary security measures, health restrictions, and social isolation left hardly any aspect of daily life untouched. One area that underwent major changes was education, whose cornerstones and foundations were challenged as schools and universities around the world were forced to close their doors to prevent the spread of the virus. In this article, the reasons resilience and agility are critical to achieving social justice, human rights, and the United Nations Sustainability goals (SDG) in the post-pandemic era are studied. It is also argued that the role of education needs to be redesigned to be resilient and agile and to ensure lifelong learning. In addition, a post-pandemic quality agenda is the focus of the article. Some of the emerging quality dimensions are empathy, satisfaction, well-being, the social dimensions of learning, and their impact at the nano, micro, meso, and macro levels. This article was prepared as part of a systematic literature review based mainly on official reports from organizations working in this field worldwide. The author selected examples from ongoing discourse and debate about the challenges in this field in addition to examples from the author’s research, experiences, and perspectives. In summary, questions regarding educational landscapes may be the same, but in the context of post-pandemic and resilient agile education for lifelong learning to meet the SDGs and the new social contract for education, the answers to the questions of why, who, when, what, and at what levels will be different. It is time not just to talk, but to act. Each of us can and must commit to the new social contract. It is time to collectively reimagine our futures to include the ecosystem of education in all learning environments, i.e., formal, non-formal, and informal, and to value resilient, agile, seamless, and rhizomatic learning in the context of lifelong learning. Full article

A focus on equity and social justice in school health and physical education (HPE) is pertinent in an era where there are growing concerns about the impact of neoliberal globalization and the precariousness of society. The aim of the present study was to identify school HPE teaching practices that promote social justice and more equitable health outcomes. Data were generated through 20 HPE lesson observations and post-lesson interviews with 13 HPE teachers across schools in Sweden, Norway, and New Zealand. The data were analysed following the principles of thematic analysis. In this paper, we present and discuss findings related to three overall themes: (i) relationships; (ii) teaching for social cohesion; (iii) and explicitly teaching about, and acting on, social inequities. Collectively, these themes represent examples of the enactment of social justice pedagogies in HPE practice. To conclude, we point out the difficulty of enacting social justice pedagogies and that social justice pedagogies may not always transform structures nor make a uniform difference to all students. However, on the basis of our findings, we are reaffirmed in our view that HPE teachers can make a difference when it comes to contributing to more socially just and equitable outcomes in HPE and beyond. Full article

Sustainable development is an integrated blend of energetic, economic, social, environmental, and governmental actors, making it one of the most challenging and subjective aims of the United Nations. A sustainability project that does not consider any of these parameters can generate resistance among different actors of society. In this work, we have demonstrated that the traditional definition of sustainability encompassing economic development, environmental protection, and social justice does not adequately cover large-scale renewable energy projects. We have presented an illuminating case study of solar development in the Yucatan state of Mexico to show that the traditional three-legged stool of sustainable development fails to accommodate local power relations and their role in energy decision-making. This point is made through a substantive and illuminating ethnography of a solar project in the community of San José Tipceh, which involves the importance of energy democracy and understanding power relations in any assessment of sustainable development. These power relations are an important component of sustainable development, and all megaprojects, especially renewable energy projects, require special attention in the governance processes. Through an analysis of an example of implementation of a mega solar project, we argue that the methodology through which the power is exercised is an exercise of great importance because it leads us to a scientific discussion that structures an international reflection on sustainability. The case study consists of mixed methods, including several techniques to deepen the analysis of sociocultural aspects, and tries to present the limits and show the weakness of the sustainability perspective in such megaprojects. It is concluded that environmental justice as a basic element of the new era of renewable energies is limited and can generate social injustices. In the same way, this work shows how power is exercised in the implementation of energy projects and in the absence of equitable comprehensive governance that does not consider the local sociocultural contexts of the communities, resulting in the generation of new powers and permanent conflicts. At the end of this work, a framework to empower local sociocultural contexts for an equitable energy transition is recommended. Full article