• Implementation Impediments to Institutionalising the Practice of Sustainable Urban Water Management

      Brown, R.R.; Sharp, Liz; Ashley, R.M. (2005)
      It is now well accepted that there are significant challenges to realizing the wide-spread and self-sustaining implementation of sustainable urban water management. It is argued that these challenges are entrenched within the broader socio-political framework, yet often unsuccessfully addressed within the more narrow scope of improving technical knowledge and design capacity. This hypothesis is investigated through a comparative analysis of three independent research projects investigating different dimensions of the water cycle including stormwater management in Australia, and sanitary waste management and implementation of innovative technologies in the UK. The analysis reveals significant and common socio-political impediments to improved practice. It was evident that the administrative regime, including implementing professionals and institutions, appears to be largely driven by an implicit expectation that there is a technical solution to solve water management issues. This is in contrast to addressing the issues through broader strategies such as political leadership, institutional reform and social change. It is recognised that this technocratic culture is inadvertently underpinned by the need to demonstrate implementation success within short-term political cycles that conflict with both urban renewal and ecological cycles. Addressing this dilemma demands dedicated socio-technical research programs to enable the much needed shift towards a more sustainable regime.
    • Local policy for the global environment: In search of a new perspective

      Sharp, Liz (1999)
      British local government is placing a new emphasis on local action for the global environment. In the literature addressing these developments limited attention has been paid to the contested nature of sustainability, or to the local context in which initiatives arise. A cultural politics approach provides a means through which these shortcomings can be overcome (Hajer, 1996). Its discourse basis enables a local authority to be seen as a forum in which technocentric and ecocentric interpretations of sustainability compete with each other, as well as contesting established `non-sustainable¿ approaches. The Foucauldian view of power which underlies cultural politics requires that these contests are viewed in the context of an authority¿s history and traditions. As such, a cultural politics approach could form the basis of a new broader agenda for Local Agenda 21 research.
    • Making sustainable water innovations work with the poor

      Wong, S.; Sharp, Liz; Kennedy, S.P.; Lewis, L. (2007)
    • Practical pedagogy for embedding ESD in science, technology, engineering and mathematics curricula

      Hopkinson, Peter G.; James, P. (2010)
      The purpose of this paper is to review and highlight some recent examples of embedding education for sustainable development (ESD), within science and related curricula in ways that are meaningful and relevant to staff and students and reflect on different embedding strategies and discourses. A review of recent selected UK and international teaching and learning practice drawing on an expert workshop and link to wider debates about student competencies and embedding ESD in the curriculum. There are a number of practical ways of bringing sustainable development into science, technology, engineering and mathematics (STEM) related subjects. Successful implementation requires linking teaching activities to the core activities of the STEM discipline. Reformist approaches to curriculum re-orientation are more likely to be successful than calls for radical, transformational models. Embedding ESD into the core curricula of STEM subjects is potentially difficult. This paper highlights practical ways of doing this which can be adopted and introduced within the mainstream of STEM curricula and have a greater chance of being taken up than bolt-on approaches. The treatment of ESD in STEM subjects is relatively under-developed compared to social sciences, humanities and subjects allied to environment. The economic and social significance of STEM subjects means that STEM-related subjects are integral to sustainable development and therefore STEM education must be re-oriented to sustainable development.
    • Sustainable Urban Drainage System - More than a drainage solution?

      Kennedy, S.P.; Lewis, L.; Wong, S.; Sharp, Liz (2007)