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Publications (5 of 5) Show all publications
Stoddard, I. (2020). What was education for?: Learning in the shadow of climate change. In: David Wright and Stuart B. Hill (Ed.), Social Ecology and Education: Transforming Worldviews & Practices. Oxford: Routledge
Open this publication in new window or tab >>What was education for?: Learning in the shadow of climate change
2020 (English)In: Social Ecology and Education: Transforming Worldviews & Practices / [ed] David Wright and Stuart B. Hill, Oxford: Routledge, 2020Chapter in book (Other academic)
Place, publisher, year, edition, pages
Oxford: Routledge, 2020
National Category
Climate Research Educational Sciences
Identifiers
urn:nbn:se:uu:diva-400709 (URN)9780367471095 (ISBN)
Available from: 2020-01-02 Created: 2020-01-02 Last updated: 2020-05-29
Anderson, K., Schrage, J., Stoddard, I., Tuckey, A. & Wetterstedt, M. (2018). A Guide for a Fair Implementation of the Paris Agreement within Swedish Municipalities and Regional Governments: Part II of the Carbon Budget Reports Submitted to Swedish Local Governing Bodies in the 2018 Project "Koldioxidbudgetar 2020-2040". Uppsal: Uppsala universitet
Open this publication in new window or tab >>A Guide for a Fair Implementation of the Paris Agreement within Swedish Municipalities and Regional Governments: Part II of the Carbon Budget Reports Submitted to Swedish Local Governing Bodies in the 2018 Project "Koldioxidbudgetar 2020-2040"
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2018 (English)Report (Other academic)
Abstract [en]

Since 2015, Uppsala University has hosted the Zennström Visiting Professorship in Climate Change Leadership, part of a 10-year series of visiting professorships (2015-2025) funded by Zennström Philanthropies. The ambition of the initiative is to tackle some of the largest challenges climate change poses to humanity, by developing new solutions and enabling transformational change at the intersection of science, politics and innovation. Kevin Anderson, Professor of Energy and Climate Change at the University of Manchester and Deputy Director at the Tyndall Centre for Climate Change Research was the second holder of this professorship, taking up the positionin August 2016. He has pioneered research on carbon budgets and pathways to acceptable mitigation levels with a focus on Sweden and the UK (see Anderson et al., 2017 and Kuriakose et al., 2018). In 2017, Järfälla municipality contacted the Climate Change Leadership (CCL) Node at Uppsala University seeking a carbon budget for their municipality which was published later that year (Anderson et al., 2017). When this report was completed, more municipalities contacted CCL to request similar carbon budget calculations. The great interest resulted in the project, “Koldioxidbudgetar 2020-2040” (Carbon budgets 2020-2040) starting in2018 in collaboration with Ramboll. This ongoing project is characterised by a high level of collaboration and knowledge sharing between municipalities (kommuner), regional governments (län) and the Climate Change Leadership Node in order to produce reports that meet the needs and expectations of participating governing bodies. This report is part II of the project. Part I consists of individual carbon budget reports submitted to participating Swedish municipalities and regional governments.

Place, publisher, year, edition, pages
Uppsal: Uppsala universitet, 2018. p. 47
National Category
Climate Research
Identifiers
urn:nbn:se:uu:diva-401039 (URN)
Available from: 2020-01-04 Created: 2020-01-04 Last updated: 2020-01-14Bibliographically approved
Anderson, K., Stoddard, I. & Schrage, J. (2017). Carbon budget and pathways to a fossil-free future in Järfälla Municipality. Uppsala: Uppsala University
Open this publication in new window or tab >>Carbon budget and pathways to a fossil-free future in Järfälla Municipality
2017 (English)Report (Other academic)
Abstract [en]

In 2015, the global community committed to hold global average temperature increase to “well below 2°C above preindustrial levels and pursuing efforts to limit the temperature increase to 1.5°C.”. While nations showed clear commitment to the Paris Agreement’s temperature goals, what would those pledges entail for cities desiring to make a fair contribution to addressing climate change? This report is the result of research that the Centre for Sustainable Development (CEMUS) at Uppsala University and SLU conducted on behalf of Järfälla Municipality. The report describes the calculation of a carbon budget for Sweden, followed by a calculation of Järfälla Municipality's carbon budget. The report concludes with a chapter describing emissions reductions pathways (and possible corresponding measures) for Järfälla Municipality if they are to make their fair contribution to the Paris Agreement and pave the way for the transition to a fossil-free future.

Place, publisher, year, edition, pages
Uppsala: Uppsala University, 2017. p. 38
National Category
Climate Research
Identifiers
urn:nbn:se:uu:diva-401034 (URN)
Available from: 2020-01-04 Created: 2020-01-04 Last updated: 2020-01-14Bibliographically approved
Shephard, K., Brown, K., Connelly, S., Hall, M., Harraway, J., Martin, J., . . . Stoddard, I. (2017). Empowering Students in Higher-Education to Teach and Learn. New Zealand journal of educational studies, 52(1), 41-55
Open this publication in new window or tab >>Empowering Students in Higher-Education to Teach and Learn
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2017 (English)In: New Zealand journal of educational studies, ISSN 0028-8276, Vol. 52, no 1, p. 41-55Article in journal (Refereed) Published
Abstract [en]

We explored opportunities, advantages and barriers to enabling students to establish student-led learning events at a New Zealand university. We used an action-research approach to explore if students felt empowered to use the infrastructure of this university to realise something that they themselves set out to achieve. We discovered that, in achieving a series of open discussions about sustainability, students adopted a democratic, distributed form of decision-making, not unlike a typical academic model, with leaders taking temporary roles that included passing on responsibility to those who followed. Students were proud of the events they created and identified the discussion format as something different from their experience as undergraduate students in our institution. This article, co-authored by staff and students, considers whether higher education processes that do empower students do so adequately and the extent to which students are prepared by higher education to take on powerful roles after they graduate.

Keywords
Students as partners, Empowered students, Students as teachers, Student-centred learning and teaching, Blurring of teaching and learning roles
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-337768 (URN)10.1007/s40841-016-0072-x (DOI)000412510100004 ()
Available from: 2018-01-12 Created: 2018-01-12 Last updated: 2018-01-12Bibliographically approved
Stoddard, I., Rieser, I., Andersson, S. & Friman, E. (2012). Igniting a Learning Revolution: Student-Run Higher Education for Sustainable Development. Solutions Journal, 3(5), 34-39
Open this publication in new window or tab >>Igniting a Learning Revolution: Student-Run Higher Education for Sustainable Development
2012 (English)In: Solutions Journal, ISSN 2154-0896, E-ISSN 2154-0926, Vol. 3, no 5, p. 34-39Article in journal (Other academic) Published
National Category
Social Sciences Interdisciplinary Educational Sciences
Identifiers
urn:nbn:se:uu:diva-217847 (URN)
Available from: 2014-02-05 Created: 2014-02-05 Last updated: 2018-01-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4609-8544

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