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South Asian region is extremely vulnerable to climate change which hampers its attainment of the sustainable development goals (SDGs). This study explores how sustainable development of South Asian nations is affected by the clean or renewable energy consumption, globalization, population growth and deliberative democracy. To tackle the effects of shocks within the cross-sectional units as well as to account for endogeneity, this study utilizes Common Correlated Effects Mean Group-Generalized Method of Moments (CCE-GMM) estimation technique proposed by Neal (2015). Common Correlated Effects Mean Group (CCE-MG) of Pesaran 2006 and Augmented Mean Group (AMG) by Eberhardt and Teal (2010) and Eberhardt and Bond (2009) techniques are also utilized as robustness checks. The empirical results reveal that the consumption of renewable or clean energy can significantly and positively affect sustainable development, implying that deploying clean energy technologies is helpful to achieve SDG agenda in South Asia. Population growth is found to be hampering sustainable development while deliberative democracy ensures this development. The impact of globalization on sustainable development was found to be negative yet insignificant. Bidirectional causal relationship was discovered between sustainable development and renewable energy, between population and sustainable development, between deliberative democracy and sustainable development and between deliberative democracy and globalization. Finally, the study provides policy directions to achieve sustainable development in South Asia via enhanced integration of renewable energy in the region's energy mix., (© 2023. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

The international business press has been a powerful and influential voice in modern societies and, as its formative years took place during the Cold War, a closer look at the ideologies that were promoted in this part of the press is of interest. Until the 1970s, Farmand was the only Norwegian business magazine of any size and standing. Trygve J. B. Hoff, Farmand’s editor from 1935, was part of the Mont Pèlerin Society (MPS), a neoliberal intellectual collective established in 1947 with participants such as Friedrich Hayek and Ludwig von Mises. This article is a study of the ideas that Hoff promoted, particularly in Farmand, from the 1940s to the 1970s.

Universities in the early twenty-first century have become captive sites of global capitalism. The role of universities in this neoliberal knowledge system is to produce consumable knowledge for transnational corporations and flexible, knowledge worker-entrepreneurs. It is difficult to see where the university's roles in social justice and equity fit into the current higher education policy environment. While these are global trends in higher education, the focus of this article is on analysing key Australian policy documents from the 1950s to the 2000s. These policy texts contain discursive constructions of universities that both mirrored and produced powerful social imaginaries about higher education. Building upon earlier research, I analyse these policy documents using a form of Foucauldian archaeological analysis that seeks to trace the ways in which discourses define and delimit possible constructions of universities. This article makes an original contribution to contemporary debates about higher education policy because it engages in detailed Foucauldian archaeological analysis that opens up the present to critique, enabling us to trace how constructions of the postmodern university have emerged over time and have come to be normalised. It also offers counter-narratives about how policy futures might be [re]constructed.

This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change.

This paper advocates for the integration of the 'sociological imagination', as proposed by the sociologist C. Wright Mills, into pedagogical practices to foster inclusive and democratic classrooms. Departing from narrow evidence-based approaches, it explores how the sociological imagination connects personal experiences with broader societal structures, enhancing critical thinking and social awareness among students. Practical strategies for implementation across diverse subjects are discussed, emphasising its potential to empower school-age students as agents of social change amidst contemporary challenges.

This article is taken from a talk given by John Schostak at the Co-Operative Head Office, Manchester on 25 September 2015. Question addressed in this paper include: (1) To what extent is leadership needed for a democratic life?; (2) What form of democratic organisation, if any, is compatible with leadership?; and (3) Is democracy undermined by leadership, and, if so, what can be done about it?

This paper will investigate patterns of historical periodisation with regard to public intellectual work. It will begin with a focus on educational studies and with a specific case study of the Centre for Applied Research in Education (CARE) at the University of East Anglia. The case study will highlight the roles of leading public intellectuals such as Lawrence Stenhouse and explore the genre of applied research. The notion of applied research in education explicitly sought to connect the project of public education and social justice with research which was applied to these projects In this way, in an idealised form, the public intellectual and applied researcher would offer aid and sustenance, which would enhance and energise the overall project of public education for all By exploring a case study of an institution and the associated research genre I hope to elucidate the relationship between educational studies and the public intellectual and also to examine the changing prospects for such work over different historical periods. Part of the task is to delineate the changing 'windows of opportunity' for public intellectual work. And as we shall see, Brief Encounters are a reasonable characterisation of such patterns of possibility Using the case study as an entry point the paper goes on to discuss broader questions about public intellectuals' prospects. These questions are embedded in the discussion of some of the work of Sandel on market societies, and Applebaum on changing patterns of democratic engagement. The paper concludes with a commentary on contemporary and future prospects for public intellectual engagement. [Paper presented for the Annual Colloquium on Public Intellectuals and Education in a Changing Society (Oxford, United Kingdom, Sep 23-24, 2021).]

This qualitative study examines teacher educators' articulations about their beliefs and motivations for preparing the next generation of teachers. The study also explores how teacher educators conceptualise their roles as the teachers of prospective teachers. Employing case study design, the participants included 10 teacher educators who serve at a highly selective, public, research university in Turkey. The data were collected through semi-structured and in-depth individual interviews. Adopting critical pedagogy as the theoretical framework, the interviews were analyzed by content analysis method with the help of NVivo 10 qualitative data analysis software. The results showed that the teacher educators specifically saw their roles as enacting change, advocating for democracy, equity, and social justice, and promoting the improvement and welfare of societies, in an effort to bring more emancipatory educational practices in the society through pre-service teacher education. This study furthers our understanding of how teacher education programs could improve their professional preparation and practices to push the agenda for social justice and equity in K-12 schools. [This study was presented at the annual meeting of American Educational Research Association (AERA) in New York/USA between April 13-17, 2018.]