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2012 - Southern Political Science Association Pages: unavailable || Words: 224 words || 
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1. Feiock, Richard., Terman, Jessica., Kassekert, Anthony., Yi, Hongtao. and Yang, Kaifeng. "Sustaining Sustainability: Endogenous Preferences in Principal Agent Models of Federal Grants for Sustainable Energy" Paper presented at the annual meeting of the Southern Political Science Association, Hotel InterContinental, New Orleans, Louisiana, Jan 12, 2012 Online <PDF>. 2019-10-16 <http://citation.allacademic.com/meta/p544867_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Can intergovernmental grants operate as a mechanism for principals to affect the preferences of agents to influence choices beyond the lifespan of the grant program? Theories of intergovernmental grants implicitly assume fixed preferences among agents in which the principal seeks to affect behavior of agents by manipulating the cost and benefits of different strategies. We argue that the information and relationships produced through participation can fundamentally alter the preferences and goals of agents such the desired behavior persists after the grant program is terminated. Thus preferences are endogenous to the strategy.

The implementation of intergovernmental grants designed to stimulate local government investments in clean energy under ARRA provides an ideal laboratory to investigate under what circumstances principals can alter the preferences of agents to induce behavioral change. We identify How goal congruence of principals and agents, information, and time horizons of agents affect change in agent preferences.

We use archival records and survey data to analyze the impact of energy grants on shifts in local government preferences. We analyze if the municipalities continue existing programs, change energy programs, or discontinue provision after federal funds have been depleted. Additionally, we explore whether localities continue to collect performance data on energy savings for ARRA funded projects after reporting requirements expire.

2015 - ASEH Annual Conference - Washington, D.C. Words: 231 words || 
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2. Borowy, Iris. "Sustainable Development and Health / Sustainable Development as Health: from the Brundtland Commission to SDGs and buen vivir" Paper presented at the annual meeting of the ASEH Annual Conference - Washington, D.C., Washington Marriott, Washington, DC, <Not Available>. 2019-10-16 <http://citation.allacademic.com/meta/p950141_index.html>
Publication Type: Panel Paper
Abstract: The term „sustainable development“ emerged in the 1980s as an attempt to reconcile the potentially contradictory demands of development of increasing wealth, fighting poverty and safeguarding life support systems. Reconciling those goals has failed so far, and the difficulties show particularly clearly in health: how can the health benefits of increasing incomes be balanced with concomitant health burdens of pollution and climate change?

This paper traces key steps in the evolution of these considerations between 1987 and today. The Brundtland Commission discussed environmental health in terms of burdens of poverty and included it in its concept of reconciling economic growth and environmental protection through modernization and poverty reduction. In 2000/2005, the Millennium Development Goals separated health and sustainable development as two distinct developmental goals. Meanwhile, two movements rooted in the global South took new approaches. The People’s Health Movement focused on global economic inequities as a cause of ill health and demanded the implementation of sustainable forms of development, including stringent reductions particularly of environmental burdens resulting from over-consumption and wealth. Shortly afterwards, the governments of Ecuador and Bolivia endorsed the concept of buen vivir, which sought to replace the prevailing Northern developmental model with one closer to indigenous values, including a right to health. Most recently, these discussions have intensified again in negotiations for the Sustainable Development Goals, which integrate health into a broader network of goals geared towards sustainable development.

2015 - 4S Annual Meeting – Denver Words: 245 words || 
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3. Cruz-Vinaccia, Carolina. "Gamifying the sustainable self: risks and opportunities for effective governance of mobile applications for sustainability" Paper presented at the annual meeting of the 4S Annual Meeting – Denver, Sheraton Downtown, Denver, CO, Nov 11, 2015 <Not Available>. 2019-10-16 <http://citation.allacademic.com/meta/p1036354_index.html>
Publication Type: Paper Abstract
Review Method: Peer Reviewed
Abstract: This paper analyzes Myko, an application under development at McGill University that uses quantified self (QS) technology to tackle the collective problem of sustainability, through the lens of Foucaldian governmentality and biopolitics in order to identify and address the problems inherent to the governance of gamified QS systems. Gamified QS applications employ participatory surveillance, coupled with constant monitoring and self-regulation, to engage users in a virtuous cycle of continuous improvement that could be leading to a new form of governmentality (Whitson, 2013). Situating a Foucauldian reading of a QS application for sustainability within STS brings to light the potential areas of contention in leveraging gamified surveillance. Gamification reduces human bodies to numbers in a way that touts tailoring and individual choice, but ultimately forces people into pre-determined patterns through algorithms. Creating ideal sustainable citizens through algorithms highlights the vulnerability that results from the user not having the power to influence his or her own subjectivity. Similarly, who ultimately uses the data and for what means can lead to inequalities of power, particularly in the case of commercial surveillance. There is potential for mitigating these problems and successfully employing gamified systems in sustainability if the key areas of voluntariness, explicitness, and transparency are emphasized and addressed at all stages of the development and deployment process, ultimately allowing for effective governance that is conscious of the subjectivities being created and does not wrest the power of negotiation from the hands of the users who make it possible.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 699 words || 
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4. Srivastava, Ritika. "Education for sustainable social development: Problematizing freedom, self-value in teaching-learning process (SIG: Environmental and Sustainability Education)" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 05, 2017 <Not Available>. 2019-10-16 <http://citation.allacademic.com/meta/p1214678_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Introduction
Educate in the real sense to talk, discuss and reflect on various dimensions of life, it’s not only a form of transmission of information from teachers to students. Today’s education is to prepare students to fit in existing society, system and culture. According to Thin, Lockhart and Yaron (2002, followed by Heng, 2008, p.640) there are four themes which are important for socially sustainable development: social justice, solidarity, participation and security. In the process of social justice, solidarity, participation and security how to live happy life, what work will make us happy and what freedom one wants for them, is a question of social development. In this way, the aim of education should be to make us happy and find out our own happiness in life without hurting others.
In the present context, human beings are guided, controlled by authorities like parents, teachers etc in such a way that they don’t know they are in control from mind. Students are controlled, guided and measured by society with lenses of examination, competition, appreciation not by their self-ability, satisfaction and engagement with their work. Textbooks are loaded with content and teacher is trying to fill that knowledge in students without making connectivity with human life. In this way, how sustainable social development is possible for life-long learning without freedom and self-value is an important dimension to think and reflect.

Why it’s important to talk about: ‘Freedom’, ‘Self-value’
Recently, UNESCO (2016) submitted an independent report on the name of ‘Global Education Monitoring Report (GEM)-Education for People and Planet: Creating Sustainable Future for all’ in World Education Forum in Inch eon. The Forum declared 2030 sustainable development goal on education is to “Ensure inclusive and equitable quality education and promote life-long learning opportunities for all” (p.4). Further the report highlighted six pillars to explore complex relationship between education and the new 2030 agenda for sustainable development. The six pillars are- planet, prosperity, people, peace, place and partnerships (p.63). The mentioned six pillars are important and are interconnected with each other but human are having very significant role in making this interconnection as they have their own knowledge, understanding and ideas about economical and environmental sustainable development. So it is important to point out sustainable social development in contemporary context. The GEM report explicitly focused on life-long learning but life-long learning or any type of learning is not possible without freedom or self-valuing .
Without problematizing social and individual problems connected to life, taking responsibility of self, conscious engagements with decision of self-life, is it difficult to achieve sustainable social development. Freedom and self-value are connected and go hand in hand for social sustainable development. In democratic and free spaces human understand what they want and value their ideas, thinking and life. Learning throughout life without freedom and self-value is fallacy because that can develop a mechanical world with prescriptive information, but not a knowledge construction in true sense.

What leads us where and why?
Education and sustainable social developments calls for democratic setup in society (in family and schools). However, school and institutions are very much directed by adaptation, direction and control, as mentioned by Reimer in the central idea of ‘school is dead’. By following Freirerian concept, it is humanizing pedagogy that can fill the gap between individuals. That can connect human with human by reducing conflict and raising consciousness of self-valuing and freedom that leads to social sustainable development. The free educational and societal setup of dialogue about all issues and personal problems will lead to freedom and democracy. Freedom and democracy support social justice and equality in the society and this in turn leads to sustainable social development. Hence, democratic society will initiate an attitude of believe and acceptance of human as human, nature as nature, an individual with thought, ideas, anger, happiness and love.





























References

Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
Heng, C. L. (2008). Addressing Socially Sustainable Development in Teacher Education. Berghahn Books, 30(2), 639-648.
Reimer, E. W. (1971). School is dead: alternatives in education. Garden City, N. Y: Doubleday & Company.
United Nations Educational, Scientific and Cultural Organizations. (2016). Global Education Monitoring Report- Education for People and Planet: Creating Sustainable Futures for All.

2006 - North American Association For Environmental Education Words: 75 words || 
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5. Ross, Katie. "Change Towards Sustainability: Everyday Sustainability Education Creating Exceptional Change" Paper presented at the annual meeting of the North American Association For Environmental Education, TBA, St. Paul Minnesota, Oct 08, 2006 <Not Available>. 2019-10-16 <http://citation.allacademic.com/meta/p153887_index.html>
Publication Type: Traditional Presentation
Abstract: A project by the New South Wales Chapter of the Australian Association for Environmental Education. NSW environmental educators were calling for case studies that highlighted the lessons learned by educators on the ground. In response, NSW AAEE captured four diverse sustainability education case studies that shine light on the roles of people in change, the place of creativity in means, and what the sustainabilty education principles can look like when they hit the ground.

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