Eco-driving has been linked to considerable reductions in negative externalities and costs for transportation companies, employees and communities (including fuel consumption, safety and emission benefits). Nevertheless, some of the biggest challenges to its implementation are related to promoting behavioural change among drivers. This paper presents the results of three behavioural field interventions that were successful to improve fuel efficiency in heavy freight transportation. The interventions brought further improvement even though the target company already had strong training, incentive, control and feedback procedures in place. The Installation Theory framework and the Subjective Evidence-Based Ethnography (SEBE) technique were used to systematically analyse determinants of driving behaviours, and to design cost-effective behavioural interventions based on social norms. The effects of three interventions were then tested using a pre-test post-test control group design among 211 drivers of the company. Results show significant decreases in average monthly fuel consumption of up to 4% in month 1 and up to 4.5% in month 3. Our findings show (with certain qualifications), that the Installation Theory framework and social norm interventions can be a cost-effective method to improve fuel efficiency in road freight transport companies, even when strong training, incentive, control and feedback procedures are already in place.

This book is a research monograph about everyday life and education. Its aim is to explore the potential (both for cultural theory and practice) of the intersections that can be traced in-between them. To do so, the book starts with a theoretical discussion that builds first on everyday life from a cultural perspective (using the arguments of authors such as Michel de Certeau, Guy Debord, Michael Sheringham and Ben Highmore) and then on education and critical pedagogy (drawing on bell hooks, Paulo Freire, Sara Ahmed) in order to build a common ground from where their joint potential of both subjects can be grasped. This common ground and the way in which it can be articulated and used is further strengthened in a third section that is based on theatre (especially on the methodology of the theatre of the oppressed developed by Augusto Boal) and on the power of the everyday narratives (term used by de Certeau and Sheringham) that theatre introduces. After this theoretical framework, a specific context of a project where education was successfully used to change everyday life in a small city of Colombia is used in order to problematize and illustrate the importance and potential of this approach.