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Interdisciplinary approaches to sustainability curriculum and pedagogy remain a particular challenge internationally. This chapter shares insights from a 2016 attempt to establish a first-year undergraduate Design course with an interdisciplinary approach to sustainability education. A series of video dialogues between university and community-based sustainability experts was created to enable students to access understandings and research evidence about sustainability issues and the United Nations Sustainable Development Goals, through different disciplinary lenses. The video dialogues provided students with opportunities to learn reflexively through exposure to differing visions for sustainable development, including Indigenous perspectives. In doing so, the video dialogues provide material for critical, creative, and iterative design thinking. Drawing on feedback from students enrolled in the course, this chapter offers reflections about enhancing course design through using video dialogues to support students’ critical openness to addressing sustainability concerns.

One of the most important issues plaguing our planet is the depletion of natural resources and climate change, creating new disasters, and global challenges. The international community has expressed its anguish and concern for these problems through several international forums and treaties. As a response, Education for Sustainable Development is a program that aims to educate students on these issues. Teaching sustainability to young graduates needs to be holistic and pluralistic in nature. Discourses and modules on sustainability help in making them sustainability conscious which will enhance the competencies of people and help them to live and act in a more sustainable way. This book has several chapters written by academics across the globe who have spoken about their experience of incorporating sustainability into their curriculum and adopting various pedagogical approach that has helped their students to learn and understand the subject. Sustainability has been part of the teaching and learning in general, and as part of management, engineering, medical, and design courses, for instance. This book helps us to understand how such teaching and learning strategies can be made more effective for students.

The teenage girl constructs her identity amidst a chorus of conflicting voices. She both replicates and resists the patterns of good girl/bad girl as displayed by earlier generations, trying to figure out who she is and how she might live in her body, in the world.

Evil women – bad girls – defy the binary definitions of good and bad, both in body and spirit. They are the bad feminist, they are the Sea Witch, they are the art monster. But when we claim the monster as our role model, we commit her (and ourselves) to the constraints of the patriarchy – replicating a predetermined way of being a girl. There must be a way to define ourselves beyond these constraints. How does one become the monster?

Teen identity is constructed via research, rehearsal and performance: the trying on of multiple possible selves. One person's performed identity becomes the benchmark that others measure themselves against.

Like Courtney Love, who said she didn't want to be with the band, she wanted to be in the band, we all want to belong. We all want to stand out. How sharply we carve the edges of ourselves to fit.

This interactive ‘Fakebook dialogue’ allows Bec and Simmone to draw a line through theory and personal experience, bringing the voices of academia to life, and imagining them in conversation with ourselves and the women whom we have resisted, used as role models or temporarily dreamed ourselves into being. Our piece is set in the nexus of the body and the self. We incorporate autotopography and self-representation as shaped by shared cultural objects to interrogate existing modes of replication and resistance and try to imagine the monstrous shape of our true identity.

This paper reports on a pilot project to develop a 32-acre site made available by the City of Kampala for housing with the express purpose of promoting urban agriculture. Started in 2004 under the leadership of a city agronomist, with the aid of research teams from McGill University, Montreal, Makerere University, Kampala, and financial support from IDRC, the project is still ongoing. The process is one of participatory planning with the future residents, a group of mixed ethnicity and religions from all parts of the city, and includes training in house construction and agricultural techniques. Project implementation has been slower than anticipated due to unforeseen hazards such as mislaid title deeds, unavailability of government resources, communication shut-downs, the time required to transact business, acquire permissions, permits and the like, and most recently by the threat of a major power line from the Bujagali Falls to serve Kampala being thrust through the site. We nevertheless remain optimistic of ultimate success.

The purpose of this paper is to explore the impact of a year-long writing intervention located in an urban high school in partnership with a university teacher education professor and the students. The goals were as follows: to increase student self-efficacy about writing overall; to increase the number of students who successfully improve scores on writing assessments; and to increase ACT exam scores, making students more qualified candidates for college admission.

The main method used for the research is a quantitative longitudinal study method, which involves collecting from each student, at pre-intervention and post-intervention, a writing sample. There are 54 students in the study.

Findings showed an increase in student proficiency overall, with an increase of 0.53 holistically. Effective writing instruction asks students to write often to develop their writing will and skill. There are many more factors beyond the teaching of “ACT prep” writing skills that must be considered, particularly when teaching marginalized groups. This study found that the following are important: building and sustaining positive rapport; using their language as part of the learning process; creating space for students to write regularly; writing on a variety of topics; reflecting on and monitoring their writing; and receiving timely and targeted feedback.

This paper discusses the impact of the writing intervention and describes the practices that were a part of the intervention for marginalized students in an urban school to increase their writing scores.

This article originated as a contribution to informed debate on public policy issues surrounding a review of New Zealand broadcasting policy. The issue, however, has implications well beyond the New Zealand market. Public debate on broadcasting has frequently centered on calls to: improve the quality of programming overall; improve children’s programming in particular; and ban advertising in children’s television programmes. This narrow focus ignores the impact of the wider viewing environment. A major focus of this article is on the potential detrimental effects on children of exposure to violence and negative values in the electronic media environment. The literature relating to this is reviewed; the presumed linkages between exposure to violence and the propensity for children to act aggressively are examined; the findings of a study of parental perceptions regarding the impact of violence and of negative values on their children are then reported. Concludes with a discussion of the role of marketing communication in this environment.