No abstract

Complex socio-environmental risks challenge society. In response to scientific uncertainty and sociopolitical controversies, environmental governance, precaution, and the ecosystem approach to management are held forward as complements to governmental risk-based sector-restricted regulation. We analyze this development for hazardous substances in the Baltic Sea. Based on interviews and policy analysis, we study informal governance and, in particular, four central EU and international policies, and investigate how present governance relates to risks and objectives at hand. While showing emergence of broader governance approaches, we conclude that central objectives will not likely be met. Furthermore, we question the quest for broad environmental governance and emphasize the value of command and control regulation, if it implements precaution. These findings contribute to the theorizing on environmental (risk) governance. Finally, we provide some ideas that could help development and implementation of risk policies for hazardous chemicals in the Baltic Sea as well as other complex risks.

No abstract

The study explores learning processes and outcomes inside grassroots innovations that are emerging in post-Euromaidan times in Ukraine. The study analyses the assumption that this non-traditional education space can be adequate for sustainability transition learning and critical consciousness development. First, the study describes, connects, and operationalizes the concepts of critical consciousness, sustainability transition, and grassroots innovations. Then, it analyses two cases of grassroots innovations (two online sharing platforms), using these operationalized concepts. The results show that learning and critical consciousness development inside grassroots niches are much more connected to previous experience, such as participation in the protest event Euromaidan, than to inner niche learning interactions. While, the online platforms keep alive some of the aspirations that motivated people to become a part of the Euromaidan protest. In this sense, such grassroots innovations keep the values and priorities of the participants "alive" and ensure that the critical consciousness that was acquired does not simply slide backwards. Do shocking events like Euromaidan protest have to happen in order to accelerate learning about values of solidarity and responsibility, as well as to develop critical consciousness needed for sustainability transition? Despite the impossibility to completely answer this question, this study gave some tips, suggesting components of critical conscious development needed for this type of learning¾dialog, reflection, action, leading to increase in efficacy and agency.

No abstract