274 research outputs found
Teaching and Practicing Climate Politics at College of the Atlantic: Student-inspired, Student-driven
No full textCollege of the Atlantic students past and present play leadership roles in the international climate justice youth movement. Student interest in climate change politics at the global level, particularly within the United Nations Framework Convention on Climate Change, has inspired the development of a range of courses at COA in global environmental diplomacy. The courses provide a climate justice framework for understanding the geopolitics and political economy of the negotiations, serve to link students with key actors in the climate justice movement, and ultimately to contribute to their own development as climate justice leaders
Clark and Doreen Wolfe
No full textPhotograph - Doreen Wolfe (nee Loxam) signing the register at her wedding to Clark Wolfe, Fort McMurray, Alberta. The marriage of the two RCMP officers was performed by Reverend Rathbon
Understanding the consequences of the loss and damage evidence gap and limiting its adverse effects for developing countries
No full textAuf der 27. Vertragsstaatenkonferenz der Klimarahmenkonvention der Vereinten Nationen (UNFCCC) im Jahr 2022 gelang es den Entwicklungsländern, einen Verlust- und Schadensfonds (engl. „Loss and Damage“ - L&D) einzurichten. L&D, umrissen als die unvermeidbaren Risiken und Auswirkungen des Klimawandels, hat für Entwicklungsländer, deren Vulnerabilität und Exposition gegenüber dem Klimawandel besonders hoch ist, hohe Priorität bei gleichzeitig dünner Beweislage.
Die vorliegende Promotion richtet ihr Augenmerk auf diesen Mangel an L&D „Beweisen“ um die Rolle von Evidenzen im Rahmen der L&D Verhandlungen zu verstehen und Ansätze zu entwickeln, die negative Folgen ihres Mangels für Entwicklungsländer begrenzen.
Der erste Teil dieser Arbeit zeigt, wie Verhandlungsführerinnen und -führer aus Entwicklungsländern generische Erkenntnisse zu Klimaauswirkungen nutzten, um eine hermeneutische Ungerechtigkeit zu überwinden. Politischer Nutzen von Evidenzen kann Akteuren ein Gefühl der Legitimität zu vermitteln, jedoch ohne Überzeugung der Gegenseite.
Der zweite Teil dieser Arbeit hinterfragt die Rolle von Attributionswissenschaften im neuen L&D-Fonds und liefert eine normative Analyse, anhand derer rein qualitativ getroffene Attributionsaussagen einen Anspruch auf Gelder aus dem L&D Fond hinreichend legitimieren. Die Rolle von Vulnerabilität und Exposition sollten demnach keine Rolle bei der Verteilung der Gelder spielen, jedoch bei deren Verwendung in Betracht gezogen werden.
Der letzte Teil dieser Promotion befasst sich mit klimatischen Risiken auf die Anpassungsfähigkeit in Entwicklungsländern und deren Konsequenzen im Rahmen von Klimarisikobewertungen. Ein Protokoll wird entworfen, um Annahmen über Anpassungsfähigkeit angesichts erwarteter Klimaschäden, einzugrenzen – was ein verringertes Risiko einer Unterschätzungen zukünftiger L&D in Klimarisikobewertungen zur Folge hätte.At the 27th Conference of the Parties in 2022, developing countries succeeded in establishing a Loss and Damage (L&D) Fund under the United Nations Framework Convention on Climate Change (UNFCCC). L&D, here understood as the residual risks and impacts of climate change that cannot be avoided, has been of high priority to developing countries, who also experience a lack in L&D evidence.
This thesis takes the lack of L&D evidence into focus to understand the role of evidence in L&D negotiations and develop approaches to limit adverse consequences of its lack for developing countries.
The first part of this thesis shows how developing country negotiators worked to overcome a hermeneutic injustice that had resulted from a lack of L&D evidence. By using publications on climate impacts to claim these risks were “beyond adaptation” negotiators managed to establish L&D as a theme under the UNFCCC. The analysis shows how the political use of evidence can strengthen the resolve of individual negotiators by giving them a sense of legitimacy, although it does not lead to persuasion of political opponents.
The second part of this thesis focuses on the role of event attribution in funding decisions under the L&D fund and provides the normative basis for legitimizing claims to the L&D fund with purely qualitative attribution statements. It challenges the view that vulnerability and exposure ought to be considered in L&D funding decisions, and argues that these factors ought to inform spending decisions.
Finally, this thesis turns to evidence of climatic risks on adaptive capacity. It develops a protocol for constraining assumptions on adaptive capacity in qualitative climate risk assessments, which, if implemented, could reduce the risk of underestimating future L&D in developing countries
Doreen D’Cruz, ‘Women, Time and Place in Fiona Kidman’s The Book of Secrets’, Journal of Commonwealth Literature, 42:3, September 2007, 63-81
No full textArticle review: In this absorbing article, Doreen D’Cruz considers New Zealand author Fiona Kidman’s 1987 novel, The Book of Secrets, from a feminist, dialogist and historiographical viewpoint, with reference to Kristeva, Bakhtin, Said, Friedman and Irigaray
O QUE DOREEN DIRIA SOBRE NÓS? UM ENSAIO SOBRE A PEDAGOGIA DA ESPERANÇA
No full textResumo:Este ensaio investe na análise da produção bibliográfica de Doreen Massey, com atenção focada nos títulos dirigidos aos cursos para o segmento do Ensino Superior, ministrados ou organizados por ela nas décadas de 1990-2000, na Open University (em Milton Keynes, Reino Unido). A aproximação a esses trabalhos – ainda sem tradução para o português – procura inventariar os aspectos pedagógicos nas construções epistemológicas da autora. O estudo da face pedagógica de Massey, ao considerar seus textos didáticos, busca um painel de ações, recursos e metodologias para uma possível adoção dos conteúdos da Geografia passíveis de serem inseridos na Educação Básica. Portanto, não se trata de uma incorporação vertical da academia para a escola, mas um estudo cujo inventário de procedimentos possa ser inspirador para a epistemologia escolar, considerando a potencialidade da concepção espacial desenvolvida pela a autora (MASSEY, 1995, 2004, 2006, 2008).Palavras-chave: Doreen Massey, Espaço, Ensino de Geografia. Abstract: This essay invests in the analysis of Doreen Massey's bibliographic production, with attention to the titles directed to Higher Education courses, taught or organized by her in the decades of 1990-2000, at the Open University (in Milton Keynes, UK). The approach to these works - without translation into Portuguese - seeks to set pedagogical aspects down in the author 's epistemological constructions. The study of the pedagogical bias of Massey provides a set of actions, resources and methodologies for a possible syllabus of Geography that can be adopted in elementary education. Therefore, it is not a vertical incorporation of the academy into the school, but a study whose inventory of procedures can be inspiring for school epistemology, considering the possibilities of the spatial conception (MASSEY, 1995, 2004, 2006, 2008).Keywords: Doreen Massey, Space, Geography Education. Resumén: Este ensayo realiza um análisis de la producción bibliográfica de Doreen Massey, con la atención enfocada en los títulos dirigidos a los cursos para el segmento de la Enseñanza Superior, impartidos o organizados por ella en las décadas de 1990-2000, en la Open University (en Milton Keynes, Reino Unido). La aproximación a esos trabajos - aún sin traducción al portugués - busca inventariar los aspectos pedagógicos en las construcciones epistemológicas de la autora. El estudio de la cara pedagógica de Massey, al considerar sus textos didácticos, busca un panel de acciones, recursos y metodologías para una posible adopción de los contenidos de la Geografía pasibles de ser adoptados en la Educación Básica. Por lo tanto, no se trata de una incorporación vertical del ámbito académico a la escuela, sino un estudio cuyo inventario de procedimientos puede ser inspirador para la epistemología escolar, considerando la potencialidad de la concepción espacial desarrollada por la autora (MASSEY, 1995, 2004, 2006, 2008).Palabras-clave: Doreen Massey, Espacio, Enseñanza de Geografía.</jats:p
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