This paper analyses the rapidly emerging discourse of a green economy based on green growth. It highlights inherent conflicts and contradictions of this discourse such as the myth of decoupling growth from the environment, pollution generations and resource consumption. Using key theoretical constructs of both Gramsci and Polanyi, the paper argues that the green economy/growth discourse can be seen as a Gramscian ‘passive revolution’ whereby the dominant sustainable development discourse, subsumed by capitalist hegemony, is protected in the context of global environmental, economic and development crises. The ‘neoliberalising of nature’, or in other words, the privatisation, marketisation and commodification of nature, akin to Polanyi's fictitious commodities, continues and intensifies with green economy/growth strategies. Greening the economy and associated strategies of green growth divert attention from the social and political dimensions of sustainability and issues of social and international justice. In this way, the inexorable march or ‘sustainable development’ of neoliberal capitalism is maintained. This paper goes on to argue that contesting the claims of green economy/growth discourse through political struggles by civil society against the neoliberalisation of nature is a sign of a slowly emerging counter-hegemonic ‘double movement’ which challenges capitalist hegemony and the commodification of society–nature relations.

Self and peer-assessment are becoming central aspects of student-centred assessment processes in higher education. Despite increasing evidence that both forms of assessment are helpful for developing key capabilities in students, such as taking more responsibility for their own learning, developing a better understanding of the subject matter, assessment criteria and their own values and judgements, and developing critical reflection skills, both forms of assessment are still not the norm at universities. This paper provides the findings of a two-year study of formative self and peer-assessment at an Australian university. The study supports other research showing that students tend to regard formative self and peer-assessment as beneficial for gaining more insights about the assessment process and for improving their own work. We argue that self and peer-assessment requires careful design and implementation for it to be an effective tool for formative assessment processes; and that the development of students’ capacities for giving feedback, and the continuous and timely involvement of the teacher, are central aspects for successful self and peer-assessment. The move to self and peer-assessment is not simple for teachers and students but is worthwhile and necessary for twenty-first century higher education.

Universities are both disseminators and producers of the climate knowledge needed to institute the social and cultural change required for climate adaptation and mitigation to occur. They also have the opportunity to lead and model pro-environmental behavior, yet often have large carbon budgets, partly caused by staff travel. This paper explores this topic via an institutional case study of what factors motivate the academic community to undertake plane travel and the implications this has for wielding wider societal influence in terms of pro-environmental behavior. We report on a year-long qualitative social science study of academic plane travel at the University of Adelaide, South Australia where we investigated the tension between academic requirements to travel and the institution’s formal commitment to sustainability within the Campus Sustainability Plan. We found that, while many academics were worried about climate change, very few were willing to change their current practice and travel less because they are not institutionally incentivized to do so. There is a fear of not flying: plane travel is perceived as a key driver for career progression and this is an ongoing barrier to pro-environmental behavior. We conclude that institutional and political change will be required for individual change to occur and sustainable agendas to be met within academic communities.

This paper discusses how climatic and non-climatic factors, either separately or together, shape the adaptation responses of smallholder farmers in the Raya Azebo district of Ethiopia. Their adaptation responses included adjusting planting periods, crop diversification, changing crop types, adopting improved seeds, using irrigation, conducting migration, participation in wage employment, selling local food and drinks, and owning small shops. These adaptation responses were motivated by various climatic (e.g., drought and rainfall variability) as well as non-climatic factors (e.g., market conditions, yield-related factors, land scarcity, labor shortages, soil fertility issues, crop diseases, and limited local employment options). We therefore argue (i) that successful adaptation requires a broader understanding not just of climatic factors but also of the various social-ecological factors that shape smallholder farmers’ adaptations; and (ii) that the successful design and implementation of locally appropriate planned adaptation interventions require the inclusion of both climatic and non-climatic factors.