Matching Items (4)
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- All Subjects: Education for Sustainable Development
- All Subjects: downtown development
- Creators: Pijawka, David
- Creators: Redman, Aaron
Survivability of a place brand: politics of place in downtown Scottsdale, in the 1950s and the 1960s
Description
Place branding by its very nature is a highly selective endeavor. Typically, place branding focuses on highlighting positive aspects of place while discounting others that are deemed less appealing. Whether it pertains to attracting tourism, investment or people, or whether it concerns achieving a level of cultural significance, ultimately place branding impacts physical planning decisions and consequently the built environment. The selectivity entailed in projecting a sellable place image, together with the presence of different interests among the particular place stakeholders, may lead to a divergent dialectic of assertion and resistance over which brand ought to be projected and how it ultimately should be represented. This dynamic, I argue, will have impact on equity, on the issue of authenticity and on representation. Through a historical analysis approach and a case study, this dissertation examines how such a dynamic plays out in the built environment and how it evolves and shapes it over time. Downtown Scottsdale is chosen as a case because it offers an example of a small city downtown in the US West that experienced significant place branding activity in the 1950s and the 1960s. In the 1950s, the City of Scottsdale branded itself as a Western town and the built environment of the downtown area was themed to reflect this image; in the 1960s, the Western brand was challenged and calls for change emerged. Stakeholders and supporters of the Western image and those of the call for change are identified, and the dialectic that ensued is examined and discussed in relation to its impact on the built environment.
ContributorsElmubarak, Marwan G (Author) / Crewe, Katherine (Thesis advisor) / Talen, Emily (Committee member) / Pijawka, David (Committee member) / Arizona State University (Publisher)
Created2014
Description
Education for sustainable development (ESD) is an academic goal for many courses in higher learning. ESD encompasses a specific range of learning outcomes, competencies, skills and literacies that include and exceed the acquisition of content knowledge. Methods and case studies for measuring learning outcomes in ESD is absent from the literature. This case study of an undergraduate course in urban sustainability examines the processes, curriculum, pedagogies, and methods to explore whether or not learning outcomes in education for sustainable development are being reached. Observations of the course, and the statistical analysis of student surveys from course evaluations, are explored to help identify the relationships between learning outcomes in ESD and the processes of learning and teaching in the case study. Recommendations are made for applying the lessons of the case study to other courses, and for continuing further research in this area.
ContributorsFrederick, Chad Paul (Author) / Pijawka, David (Thesis advisor) / Boone, Christopher (Committee member) / Crewe, Katherine (Committee member) / Arizona State University (Publisher)
Created2012
Description
Businesses, as with other sectors in society, are not yet taking sufficient action towards achieving sustainability. The United Nations recently agreed upon a set of Sustainable Development Goals (SDGs), which if properly harnessed, provide a framework (so far lacking) for businesses to meaningfully drive transformations to sustainability. This paper proposes to operationalize the SDGs for businesses through a progressive framework for action with three discrete levels: communication, tactical, and strategic. Within the tactical and strategic levels, several innovative approaches are discussed and illustrated. The challenges of design and measurement as well as opportunities for accountability and the social side of Sustainability, together call for transdisciplinary, collective action. This paper demonstrates feasible pathways and approaches for businesses to take corporate social responsibility to the next level and utilize the SDG framework informed by sustainability science to support transformations towards the achievement of sustainability.
ContributorsRedman, Aaron (Author)
Created2018-06-30
Description
The next generation will be better prepared to cope with the daunting sustainability challenges if education for sustainable development is being taught and learned across educational sectors. K-12 school education will play a pivotal role in this process, most prominently, the teachers serving at these schools. While pre-service teachers’ education will contribute to this transition, success will depend on effective professional development in sustainability education to teachers currently in service. Arizona State University has pioneered the development and delivery of such a programme. We present the design principles, the programme, and insights from its initial applications that involved 246 K-12 in-service teachers from across the USA. The evaluation results indicate that due to participation in the programme, sustainability knowledge, perception of self-efficacy, inclusion of sustainability in the classroom, modelling of sustainable behaviours, and linking action to content all increased. We conclude with recommendations for the widespread adopting of the programme.
ContributorsRedman, Erin (Author) / Redman, Aaron (Author) / Wiek, Arnim (Author)
Created2018-07-13