Biosphere Reserves and Sustainable Development Goals 1 E-Book
142,99 €
Mehr erfahren.
- Herausgeber: John Wiley & Sons
- Kategorie: Wissenschaft und neue Technologien
- Sprache: Englisch
Since 1971, UNESCO's Man and the Biosphere (MAB) Programme has embraced a number of principles that link the political, scientific and academic spheres. Biosphere Reserves and Sustainable Development Goals 1 presents these areas as privileged spaces for experimenting with operating methods specific to cross-cutting objectives and issues. These areas encourage the development of interdisciplinary research, supported by a worldwide network to disseminate experience, approaches and knowhow. The various global and local political scales are linked here, with different consequences for the reconfiguration of local political arenas, for specific modes of development linked to a renewed relationship with knowledge, powers and institutions, and for renewed relationships between the worlds of science, education and territorial governance.
Sie lesen das E-Book in den Legimi-Apps auf:
Seitenzahl: 388
Veröffentlichungsjahr: 2024
Ähnliche
Table of Contents
Cover
Table of Contents
Series Page
Title Page
Copyright Page
Presentation of the Authors of the Two Volumes
Introduction
References
PART 1: Biosphere Reserves and Sustainable Development Goals: Multidisciplinary Scientific Issues
Introduction to Part 1
1 Man and the Biosphere: A Precursory Program for the Next World
1.1. 1971–2021, the beginnings of sustainable development
1.2. Making sure no one is left behind
1.3. Identification of gaps, risks and challenges
1.4. Valuable lessons learned from the transformation towards sustainable and resilient societies
1.5. Investments that may affect the building of sustainable and resilient societies
1.6. Integration of biodiversity within sustainable development policies
1.7. Policy recommendations to accelerate progress in building sustainable and resilient societies
1.8. Lessons learned from the Covid-19 crisis and perspectives for biosphere reserves for the next world
1.9. References
2 Humans and Nature: A Story to be Rewritten
2.1.
Homo sapiens
, a species like the others
2.2.
Homo sapiens
, a nature modifier
2.3. The Mediterranean, more than a sea in the middle of the land
2.4. The academic sphere and the action in favor of biodiversity
2.5. Biosphere reserves and Sustainable Development Goals
2.6. References
3 Social Representations, Collective Organization and Mediterranean Biosphere Reserves
3.1. Introduction
3.2. Social representations as an exploratory method of prior knowledge
3.3. How can social representations be defined? Some theoretical elements
3.4. How can social representations be defined? Central core and peripheral elements
3.5. The methodological elements of our study
3.6. Study results
3.7. Differences and similarities in the social representations of students
3.8. Addressing the issue of complexity versus focusing on the environment
3.9. Addressing the collective organization of society versus the recourse to individual action
3.10. Conclusion
3.11. References
4 Challenges and Opportunities of Collaborative Research on Biosphere Reserves in the Mediterranean
4.1. Introduction
4.2. Collaborative research
4.3. Beneficial aspects of collaborative research
4.4. Challenges to collaborative research and data sharing
4.5. Motives behind collaborative research
4.6. The Mediterranean Basin: asymmetries between Northern and Southern Mediterranean countries
4.7. Travel limitations
4.8. Conclusion
4.9. References
5 Scientific Tourism in Multi-Labeled Protected Areas: The Ecological Transition and Controversy in the Mountains
5.1. Introduction
5.2. The ecological transition: from the injunctions to the different socio-political and cultural references
5.3. The trajectories of governance forms for a scientific tourism project
5.4. The ambiguities related to the touristic development of scientific culture
5.5. The environmental paradoxes of a scientific tourism project
5.6. Conclusion
5.7. References
PART 2: Educational Practices Relating to Biosphere Reserves: Balance and Prospects
Introduction to Part 2
6 Teaching How to Produce Differently at a Biosphere Reserve
6.1. Introduction
6.2. Curricular challenges of teaching how to “produce differently”
6.3. Technical knowledge and political movements
6.4. Knowledge conflicts and conflicts of values: the question of direction in the circulation of knowledge
6.5. Towards coherent criteria for analyzing agroecological literacy
6.6. Case study
6.7. Discussion
6.8. Conclusion
6.9. References
7 The Sustainable Management of Biosphere Reserves: What Are the Challenges for Agricultural Education?
7.1. Introduction
7.2. Agroecology, from its emergence to the change of agricultural model
7.3. Social representations
7.4. Methodology
7.5. Data categorization
7.6. Results
7.7. Discussion
7.8. Conclusion
7.9. References
8 Collective Skills from Partnerships Between Protected Areas and Teachers
8.1. Introduction
8.2. The educational partnership
8.3. Three case studies in a labeled rural territory
8.4. Presence of a collective skill and of the collective’s skill
8.5. Conclusion
8.6. Appendix
8.7. References
9 The Instrumentalization of Education in Sustainable Development at the Service of Tourism: The Case of the Arganeraie
9.1. Introduction
9.2. Environmental crisis and inflation of alternative tourism
9.3. Tourism and sustainable development
9.4. Sustainable tourism and patrimony: educational issues
9.5. Towards a “sustainable strategy”
9.6. The Moroccan situation: a sustainable tourism policy in the ABR?
9.7. A cultural as well as a natural patrimony item: the argan tree
9.8. Between reality and opportunism: the instrumentalization of sustainable development
9.9. Education: the missing vector for sustainable tourism
9.10. Conclusion
9.11. References
10 Biosphere Reserves and Political Skills Transfer in University Curricula
10.1. Introduction
10.2. Towards a conceptual recontextualization of the political skill in the environmental field
10.3. Environmental political skill: Master’s degree in Man and the Biosphere – case study
10.4. Results and discussion
10.5. Conclusion: changing curricular morphologies
10.6. References
11 Education and Mediation in the Arganeraie: Alliance Strategies Between Education and Tourism Actors?
11.1. Introduction
11.2. Locating the Arganeraie biosphere reserve
11.3. The ABR, a tourist landscape showcased by the media?
11.4. ABR landscape imaging and its dissemination
11.5. A confusion between education forms in the ABR: formal, non-formal and informal
11.6. Towards mediation in the ABR or the construction of an alliance and communication strategies between education and tourism actors
11.7. The territorial integration of the ABR – a condition for the alliance’s success: communication, mediation and media coverage
11.8. “Polarized” networks in the ABR: a tool for the alliance between education and tourism actors
11.9. Actor training for the development of capacities: skills and capability for communication management
11.10. Conclusion
11.11. References
List of Authors
Index
Summary of Volume 2
Other titles from ISTE in Science, Society and New Technologies
End User License Agreement
List of Tables
Chapter 3
Table 3.1. Example of the construction of a co-occurrence table
Chapter 8
Table 8.1. Transposition of indicators of collective skill for a partnership b...
Table 8.2. Comparison of the characteristics of the two skills
Table 8.3. Collective skills and the collective’s skill
Chapter 10
Table 10.1. Indicators of the environmental political skill in educational con...
Table 10.2. Indicators of the environmental political skill in the formal curr...
Chapter 11
Table 11.1. University and museum: two different educational institutions
Table 11.2. Analysis of the intentional management of actors operating the ABR...
List of Illustrations
Chapter 3
Figure 3.1. The evocations of the students from the teacher training, Earth an...
Figure 3.2. The evocations of the students from the Ecology master’s degree (S...
Figure 3.3. The evocations of the students from the Geography master’s degree ...
Chapter 5
Figure 5.1. Located at 2,936 meters above sea level, the Château-Renard observ...
Figure 5.2. Equipped with instruments made available by research institutions,...
Chapter 6
Figure 6.1. Curriculum development model in a globalized context (Barthes et a...
Figure 6.2. Necessary links to a curriculum coherent with agroecology in agric...
Figure 6.3. Actor demand grid around the notion of agroecology
Figure 6.4. Grid showing actors’ commitment to agroecology for the Carpentras ...
Figure 6.5. Multiple circulation of top-down and bottom-up agroecological know...
Chapter 7
Figure 7.1. Analysis of similarities according to the Fruchterman–Reingold alg...
Figure 7.2. Prototypical analysis of the individual representations of “how to...
Figure 7.3. Percentage of occurrences of the technical terms collected during ...
Chapter 9
Figure 9.1. Moroccan sampling result: knowledge of the concept of sustainable ...
Figure 9.2. French sampling result: knowledge of the concept of sustainable to...
Figure 9.3. Moroccan sampling result: information sources for the notion of su...
Figure 9.4. French sampling result: information sources for the notion of sust...
Figure 9.5. Moroccan sampling result: knowledge of the “Biosphere Reserve” lab...
Figure 9.6. French sampling result: knowledge of the “Biosphere Reserve” label...
Figure 9.7. Moroccan sampling result: knowledge of the Arganeraie “Biosphere R...
Figure 9.8. French sampling result: knowledge of the Arganeraie “Biosphere Res...
Figure 9.9. Moroccan sampling result: experience of a “sustainable” trip to th...
Figure 9.10. French sampling result: experience of a “sustainable” trip to the...
Figure 9.11. Moroccan sampling result: reasons for not choosing a “sustainable...
Figure 9.12. French sampling result: reasons for not choosing a “sustainable” ...
Chapter 10
Figure 10.1. Conceptual framework of the environmental political skill
Figure 10.2. “Disposition towards socialization” ideal types generated by poli...
Figure 10.3. The environmental political skill in the formal curriculum of the...
Figure 10.4. Contributions from the social sciences to the environmental polit...
Chapter 11
Figure 11.1. Actor modeling
Figure 11.2. Territorial servuction model
Figure 11.3. Functional model
Figure 11.4. Networks and actors
Figure 11.5. Reinforcement of the interactions between the three “C”s (compete...
Guide
Cover Page
Table of Contents
Series Page
Title Page
Copyright Page
Presentation of the Authors of the Two Volumes
Introduction
Begin Reading
List of Authors
Index
Summary of Volume 2
Other titles from ISTE in Science, Society and New Technologies
WILEY END USER LICENSE AGREEMENT
Pages
ii
iii
iv
xi
xii
xiii
xiv
xv
xvi
xvii
xviii
xix
xxi
xxii
xxiii
xxiv
xxv
xxvi
xxvii
xxviii
1
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
79
81
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
201
202
203
204
205
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
Book published within the framework of the Erasmus+ “EduBioMed”
This project has been funded with support from the European Union. This publication reflects only the author's view and the Agency and the Commission are not responsible for any use that may be made of the information it contains.
Project number: 598924-EPP-1-2018-1-ES-EPPKA2-CBHE-JP
Territory Development Set
coordinated by
Angela Barthes
Volume 3
Biosphere Reserves and Sustainable Development Goals 1
Scientific and Practical Educational Issues in the Mediterranean
Edited by
Angela Barthes
Catherine Cibien
Bruno Romagny
First published 2023 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address:
ISTE Ltd27-37 St George’s RoadLondon SW19 4EUUKwww.iste.co.uk
John Wiley & Sons, Inc.111 River StreetHoboken, NJ 07030USAwww.wiley.com
© ISTE Ltd 2023The rights of Angela Barthes, Catherine Cibien and Bruno Romagny to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s), contributor(s) or editor(s) and do not necessarily reflect the views of ISTE Group.
Library of Congress Control Number: 2023943622
British Library Cataloguing-in-Publication DataA CIP record for this book is available from the British LibraryISBN 978-1-78630-780-4
Presentation of the Authors of the Two Volumes
Hannah Abou Fakher holds a bachelor's degree in Agricultural Studies and a master's degree in Environmental Engineering and Natural Resources. She has worked on various projects as an intern at the Nature Conservation Center at the American University of Beirut (AUB). Hannah is currently working with the International Federation of the Red Cross and Red Crescent Societies in the area of climate and resilience.
Mohammed Aderghal is a geographer; a higher education professor at the Faculty of Letters and Human Sciences of Mohammed V University in Rabat; Director of the Laboratory of Tourism Engineering, Heritage and Sustainable Development of the Territories (LITOPAD); President of the Association of Moroccan Geographers (ANAGEM); and founding member of the international joint laboratory (LMI) Mediterranean Terroirs: Heritage, Mobility, Change and Social Innovation (MédiTer). He works on the agro-pastoral and rural changes at the origin of territorial recompositions and the change in the relationship between society and natural resources in the mountains and in the pre-Saharan and Saharan regions.
Sonia Aderghal holds a PhD in Geography from the Faculty of Letters and Human Sciences (Mohammed V University in Rabat). A researcher and associate at the LITOPAD and LMI MédiTer, her work focuses on the territorial dynamics of Mediterranean coasts and their hinterlands. She focuses on themes relating to tourism, urbanization, new ruralities and the governance of territories.
Abdelaziz Afker is a water and forest engineer (1988, Salé, Morocco) and holds a master's degree in Human Resources and Organization Management (Nancy 2009). The focal point for the Arganeraie biosphere reserve at the Regional Directorate of Water and Forests in Agadir, he has held several positions of responsibility related to management, studies and partnership for the benefit of natural resources.
Abdullah Aït L’Houssain is a PhD student in Geography at the Laboratory of Studies on Resources, Mobility and Attractiveness (LERMA) at Cadi-Ayyad University in Marrakech. The title of his thesis is “Climate Change, Migration and Sustainable Development”. His areas of research are climate migration, social movement and territorial feminism.
Lahoucine Amzil is based at Mohammed V University, Rabat. He holds a dual education in Social Sciences (Mohammed V University, Faculty of Arts and Letters, 1998–2002) and in Ecological Sciences (Albert Ludwig-Freiburg University, Department of Geobotany and Forestry, 2002–2005). Lahoucine Amzil's doctoral research focuses on recent transformations of the traditional socio-economic system of the western High Atlas. Amzil's current research interests include sustainable approaches, migration processes and rural development.
Carla Aramony is an architect and assistant professor at AUB.
Nina Asloum is an associate research professor (HDR) in Education and Training Sciences at the National School of Agricultural Education in Toulouse. She is responsible for the training of teachers in Agricultural Education for Spatial Planning. Her research focuses on curricula for producing differently and on the socio-historical evolution of training curricula for agricultural education within the Toulouse UMR Education, Training, Work, Knowledge (EFTS) and for the theme Changes in Education and Training: Engagement, Interactions, Emancipation.
Hicham Attouch is a professor at Mohammed V University, Rabat, in the Faculty of Legal, Economic and Social Sciences.
Lahcen Azougarh is a researcher at the Environment, Development and Spatial Management Laboratory at Ibn Tofail University, Kenitra, Morocco.
Didier Babin is president of the French committee of UNESCO's Man and the Biosphere (MAB) Programme and was president of the International Coordinating Council from 2016 to 2018. He is a member of the French National Biodiversity Committee. He is currently responsible for the Post 2020 Biodiversity Framework EU Support project at Expertise France. A doctor in Geography, researcher at CIRAD and associate at the University of Quebec in Montreal, Didier Babin was part of the CBD secretariat for five years as head of the Biodiversity for Development and Poverty Eradication program and was a member of the United Nations technical team for the preparation of the Sustainable Development Goals. He was also involved in the emergence of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) as executive secretary of the IMoSEB process.
Joelle Barakat is a conservation manager at the Jabal Moussa biosphere reserve, Lebanon.
Angela Barthes is a professor at the University of Aix-Marseille and specializes in the field of environmental education and the development of rural territories. She leads the Education, Territories, Development, Society, Health team from the ADEF laboratory.
Laurent Bedoussac is an associate research professor (HDR) in Agronomy at the National School of Agricultural Education in Toulouse. He leads the training of teachers in horticultural production and viticulture. He conducts research in the UMR AGIR at the National Research Institute for Agriculture, Food and the Environment on the analysis of the performance and functioning of mixtures of species for the design of agroecological cropping systems.
Sylviane Blanc-Maximin is a doctor with an HDR in Education Sciences specializing in the links between territory and education. She is a teacher trainer at the University of Aix-Marseille and a member of the ADEF laboratory.
Martí Boada is a professor at the Autonomous University of Barcelona (UAB), a member of the Institute of Environmental Sciences and Technologies (ICTA), a doctor of environmental sciences, the author of over 100 popular science books and a pioneer in ecology.
Antonio Bontempi is the project manager for EduBioMed and a doctoral student at the department of Geography at UAB. He holds a joint European MSc in Environmental Studies (2017) and was awarded another MSc in Building Engineering from the University of Bergamo (Italy 2013). He has been a visiting professor at several universities: the University of Columbia in New York (2016), the Technical University of Hamburg (2016) and the Instituto Superior Técnico de Lisboa (2012). Antonio's interests include protected areas, socio-environmental studies, ecological economics, political ecology, planning and territorial development.
Meriem Bouamrane is an environmental economist and Head of the Biodiversity and Ecology section within the Division of Ecological and Earth Sciences in the Man and the Biosphere (MAB) Programme. She is responsible for research and training programs on the access to and use of biodiversity, participatory approaches and consultation, using biosphere reserves as research and demonstration sites. She is the biodiversity focal point within UNESCO, as well as for IPBES and Future Earth.
Éliane Bou Dagher is a member of the Faculty of Sciences at Saint-Joseph University in Beirut (USJ).
Magda Bou Dagher Kharrat is a professor at the Faculty of Sciences at USJ in Beirut. Magda is the author of numerous scientific publications on Lebanon's biodiversity and the countless threats it faces. She is also the founder and president of the NGO Jouzour Loubnan.
Saïd Boujrouf is a professor of Geography, director of the Laboratory for Studies on Resources, Mobility and Attractiveness (LERMA) and co-director of the LMI MédiTer at Cadi-Ayyad University, Marrakesh. He studies land use planning and territorial development in Morocco.
Soukaina Bouziani, after finishing her baccalaureate studies in Physical Sciences, turned to Economics and Management Studies, successfully obtaining her license. Following short professional experiences in administration during and after her studies, Soukaina chose to complete her academic career with a master's degree in Governance, Territorial Planning, Local and Regional Development and Resource Management. In her final project, she addressed the themes of sustainable economy and the promotion of biodiversity in the Moroccan part of the Intercontinental Biosphere Reserve of the Mediterranean (IBRM).
Abdelkarim Brahmi is a lecturer at the Higher Institute of Applied Studies in Humanities at the University of Gafsa. He holds a doctorate in Heritage Sciences from FSHST, University of Tunis. He is a member of the Laboratory of Maghreb Studies at the same faculty.
Driss Chahhou is a professor at the Faculty of Sciences of Mohammed V University, Rabat.
Abdelkader Chahlaoui is a professor at the Faculty of Sciences of Moulay Ismail University in Meknes, head of the Valorization of Natural Resources Management research team and author and co-author of 100 scientific articles in peer-reviewed journals. He is also an expert for national and international bodies and initiator of scientific research projects.
Véronique Chalando is a doctoral student in the field of education for sustainable development; her area of research is agroecological knowledge. A certified professor of agricultural education in ecology and biology, she now works in agronomy at the University Institute of Technology of the University of Aix-Marseille.
Mikaël Chambru is a lecturer in Information and Communication Sciences at Grenoble Alpes University and researcher within the laboratory for excellence (Labex) Innovation and Territorial Transitions in the Mountains (ITTEM) and the Research Group on Communication Issues (Gresec). His work focuses on the methods for publicizing science in mountain territories, looking at mediation, communication and popularization of science, as well as the controversies and public challenges regarding Alpine societal issues in the context of a general demand for an ecological transition.
Catherine Cibien is the director of the French committee of the MAB Programme of UNESCO. She supervises the national network of biosphere reserves, including a set of working groups and projects relating to the implementation of the Sustainable Development Goals (biodiversity, education, communication, commitment of actors, etc.); acts as liaison with the network world; and takes part in the bodies of the Programme at UNESCO. She co-supervises the MAB masters at the University of Toulouse and chairs the Scientific Council of the Cévennes National Park biosphere reserve.
Cécilia Claeys is an associate research professor (HDR) of sociology at the University of Perpignan and a member of the Population–Environment–Development Laboratory. A sociologist, she conducts interdisciplinary research combining human sciences and life sciences. Her preferred fields of study are in mainland and overseas France. Her work focuses on the implementation of public environmental and risk prevention policies and their (non-)acceptance by populations and territorial actors.
Tarik Dahou is a research director at UMR 208 PALOC, IRD, National Museum of Natural History, Paris.
Mchich Derak is a forestry engineer at DREFLCD, Rif, Morocco.
Pierre Doumet is co-founder and president of the Association for the Protection of Jabal Moussa and manager of the Jabal Moussa biosphere reserve, Lebanon.
El Habib El Azzouzi is a professor at the Scientific Institute of Mohammed V University, Rabat, specialist in environmental chemistry and author and co-author of around 20 scientific articles in peer-reviewed journals. He is also a member of the Geo-Biodiversity and Natural Heritage Laboratory (GEOPAC) at ISR, a member of the management board of Mohammed V University and president of the association of UM5 laureates.
Hind El Bouzaidi is a member of GEOPAC, Mohammed V University, Rabat.
Wassim El-Hajj is an associate professor of Computer Science at AUB. His research focuses on the areas of wireless communication, network security and machine learning. His research activities have resulted in over 90 publications in reputable journals. He is a frequent speaker and technical reviewer at leading international conferences.
Yamina El Kirat El Allame obtained a PhD in Minority Identities, Languages and Cultures. She is an international advisor and consultant in the field of higher education. She is the coordinator of the AMAS project Erasmus Inter Africa Mobility in Morocco. El Kirat is also a coordinator of the Culture, Language, Education, Migration and Society Research Laboratory and of the Studies in Language and Society doctoral program at the Mohammed V University in Rabat in Morocco. For over 25 years, El Kirat has taught and conducted research on the disappearance of languages, cultural representations and attitudes, the analysis of political discourses and minority cultures, languages and identities. She is currently the coordinator of the UniMed Network on Migration.
Faiza El Mejjad obtained a bachelor's degree in English Studies at USMS Beni Mellal before embarking on a professional bachelor's degree in Tourism Engineering at Cadi-Ayyad University in Marrakech. El Mejjad's passion for the environment, space and territories led her to opt for the UM5R master's program Governance, Land Use Planning, Local and Regional Development and Resource Management and the Rural Tourism Heritage option to stay in touch with sustainability and biodiversity. Her master's thesis was a comparative study of media coverage of biosphere reserves in Morocco and Lebanon.
Mohammed Faekhaoui is a member of GEOPAC, Mohammed V University, Rabat.
Bruno Garnier is a university professor at the University of Corsica. The author of 60 publications, he continues his research with a focus on the right to education and cultural diversity in education. Within the laboratory Places, Identities, eSpaces and Activities (CNRS/University of Corsica), he is responsible for the team Identities, Cultures, Heritage Processes (ICPP).
Guillaume Gillet is a research engineer in agricultural and rural training at the National School of Agricultural Education in Toulouse and an associate researcher at UMR Innovation in Montpellier. He coordinates the training of teachers in agricultural equipment sciences and techniques. He conducts his research on support and training for actors who innovate in agriculture with a view to the agroecological transition.
Fatimazahra Hafiane is a member of the GEOPAC, Mohammed V University, Rabat.
Moustapha Itani holds an MSc in Ecosystem Management from AUB. After graduating, he became involved in many projects at the Nature Conservation Center at AUB. Moustapha is currently pursuing his doctoral research assessing the ecological impacts of pastoralism on high mountain landscapes as part of the Interdisciplinary Environmental Science program at the University of Helsinki.
Salma Itsmaïl is a doctoral student in Education Sciences at the University of Corsica and a member of the Places, Identities, Spaces and Activities laboratory (CNRS/University of Corsica). She works on the argan tree biosphere reserve.
Kawtar Jaber is a member of the Faculty of Sciences at USJ, Beirut.
Rhéa Kahalé is a member of the Faculty of Sciences at USJ, Beirut.
Maya Kouzaiha is a member of the Faculty of Sciences at USJ, Beirut.
Jean-Marc Lange is a professor of Education and Training Sciences at the University of Montpellier. His research, carried out from a curricular point of view, aims at the development of coherent and acceptable curricula for the formal education actors in the fields of transversal education. His work also focuses on the issues and orientation of educational policies and their historical roots. He is the author of numerous publications and co-authored the Dictionnaire critique des enjeux et concepts des “éducations à” (Critical Dictionary of the Issues and Concepts of “Education For”) with Angela Barthes and Nicole Tutiaux-Guillon, published by L’Harmattan in 2017.
Nadia Machouri is a professor at the Mohammed V University in Rabat and specializes in Physical Geography. She is the author and co-author of around 40 publications in national and international journals and doctoral training coordinator in the field of Environmental Management and Sustainable Development. She is also a member of the Center for Studies and Research on Man, Spaces and Societies, having participated in eight national and international research projects.
Roser Maneja is the coordinator of the EduBioMed project. She is a doctor of Environmental Sciences (UAB 2011) and currently Deputy Director of Research and Senior Researcher at the Forest Science and Technology Center of Catalonia (CTFC). She is associate professor in the Geography department of UAB and a member of the Applied Geography Research Group and Visiting Professor at Centro de Investigaciones en Geografía Ambiental (CIGA), Mexico.
Alejandro Marcos Valls is a PhD candidate at ICTA at UAB. He holds an MSc from Uppsala University in Sustainable Development (2014) and two bachelor's degrees, one in Environmental Science (2010) and the other in Media and Communication (2011), both from the University of Barcelona. His current research focuses on integrated scenarios for island economies relying on a metabolic approach to cope with complexity in decision making and to promote participation and deliberation. Alejandro Marcos-Valls acknowledges having received financial support from the Spanish Ministry of Science, Innovation and Universities through the “Maria de Maeztu” Program for Units of Excellence (CEX2019-000940-M).
Anthoni Mas-Ponce carries out research activities mainly related to the monitoring of the ecological condition of Mediterranean river ecosystems and global change. He is currently preparing his PhD at the ICTA at UAB on the creation of new ecological indicators to assess the effects of global change in Mediterranean river basins.
Wahiba Moubhir is an accredited higher education professor in the department of Languages and Human Sciences at the Ecole Normale Supérieure in Marrakech. She is a permanent member of the Laboratory for Studies on Resources, Mobility and Attractiveness in the Faculty of Letters and Human Sciences of Marrakech and an associate member of the Center for Studies, Evaluation and Educational Research (CEERP) of the Cadi-Ayyad University of Marrakech.
Ahmed Mouhyiddine is a Doctor of Geography at Ibn Tofail University, Kenitra (Morocco), and in the Faculty of Letters and Human Sciences, Mohammed V University, Rabat.
Reda Nacer obtained a degree in Geography at the USMBA and a diploma in Business Management before embarking on a master's degree at the UM5R in Governance, Regional Planning, Local and Regional Development and Resource Management. His master's thesis focused on the intercontinental biosphere reserve of the Mediterranean and the subject of wood energy in the province of Chefchaouen.
Salma Nashabe Talhouk is a lecturer at the department of Landscape Design and Ecosystem Management at AUB. His work focuses on the promotion of community-based natural resource management; it explores digital technologies for nature conservation, highlights cultural ecosystem services and looks at the use of native and ecologically adapted plants in towns.
Nivine Nasrallah holds an MSc in Phyto-ecology from the Faculty of Sciences of the Lebanese University. After graduating, she worked as an intern, writing papers and articles at the Nature Conservation Center of AUB. Nivine is currently pursuing a second master's degree in plant protection at the Faculty of Agronomy and Veterinary Medicine of the Lebanese University.
Ken Reyna is the director of the Regional Natural Park and coordinator of the Mont Ventoux biosphere reserve, France.
Bruno Romagny is an economist, a research director (HDR) at the Institut de recherche pour le développement (IRD, Research Institute for Sustainable Development) and a member of the Population–Environment–Development Laboratory (LPED), UMR 151, at the University of Aix-Marseille. Together with Saïd Boujrouf, he co-directed the LMI MédiTer (2016–2021). The issues of access to and uses and modes of appropriation of renewable resources, as well as the difficulties raised by their concerted management and their valorization at a local scale, constitute the heart of his work.
Maria Carmen Romera-Puga is a socio-environmental science researcher interested in the rural commons, community protected and conserved areas, and political ecology issues in the Mediterranean. She is a PhD student at the ICTA at UAB (LASEG research group) and works on ICCAs, agdals, inclusive environmental governance and biosphere reserves in Morocco.
Rashid Sammoudi is a PhD research engineer at the Scientific Institute of Mohammed V University of Rabat, a specialist in ecology and environment and the management of natural resources and author and co-author of 10 Scopus scientific articles. A forest engineer and former head of water and forests, he has 20 years of experience in the management and valorization of Moroccan forest resources.
Sònia Sànchez-Mateo holds a doctorate in Environmental Sciences (UAB 2010) and a degree in Biology (UAB 2001). She is a researcher at the ICTA at UAB, a member of the Applied Geography Research Group at UAB and technical manager of Fundació Rivus, a public foundation promoting research, environmental education and dissemination for the conservation of river systems. She also coordinates the Observatori Rivus project, a long-term monitoring project that assesses socio-ecological indicators in Mediterranean river basins. Her expertise concerns riparian vegetation, water quality indicators, protected natural areas, global change and biodiversity.
Melki Slimani holds a doctorate in Education from the University of Montpellier and the Higher Institute of Education and Continuing Education in Tunis. His research focuses on the political dimension of environmental and development issues (questions environnementales et de développement (QEDs)) in the curricula. He teaches educational sciences at ISEAH, University of Kairouan, Sbeïtla, Tunisia.
Introduction
This book, Biosphere Reserves and Sustainable Development Goals, is organized in two volumes. The first volume specifically addresses scientific issues and educational practices in the Mediterranean region, whereas the second volume focuses on tensions, processes and governance. Case studies examine reserves on the southern, eastern and northern shores of the Mediterranean.
For the first time in the history of the panels of experts in charge of regularly assessing and synthesizing scientific knowledge on climate change and the erosion of biodiversity, approximately 50 Intergovernmental Panel on Climate Change (IPCC) and Intergovernmental Platform for Biodiversity and Ecosystem Services (IPBES) world specialists published a joint report1 on June 10, 2021. In this document, they stated the imperative need to jointly address these two major phenomena, indicators of the different facets of the “great acceleration” of global change after the Anthropocene (Beau and Larrère 2018), in an attempt to provide responses commensurate with threats and challenges.
The interactions between climate and biodiversity have been more or less known for a long time, but these two areas are still too often treated separately, from the point of view of both research and public policies, or through the “greening” strategies in the activities of large private firms. In this report, researchers show that certain solutions presented as apparently good for the climate – such as single-species plantations of trees popular in carbon offsetting processes – can be harmful for biodiversity, the opposite being rarer. They remind us of the need to take into account these complex interactions at all the possible levels of action.
In France, after being contacted by the municipality of Grande-Synthe in the north of the country (a municipality particularly exposed to climate change), the state council2 set a new ultimatum to the public authorities. The government had a deadline of March 31, 2022, for implementing all the “useful” measures – without the specification of which – in order to bend the curve of greenhouse gas emissions and meet its goals. Although France has committed itself to reducing emissions by 40% by 2030 compared to 1990 levels and to reaching “carbon neutrality” by 2050, it is not taking concrete measures. Henceforth, administrative judges can control the action or inaction of the State in comparison with the recommended trajectories for the reduction of greenhouse gas emissions. This legal decision, the first of its kind in France, was taken after the High Council for the Climate, an independent body created at the end of 2018 and responsible for shedding light on the government's policies in this area, published a report3 pointing out that the State was not making sufficient efforts to reach the 2030 goals. This was particularly relevant as the European Union had just raised its own climate goals: it had undertaken to reduce its net emissions by at least 55% by 2030 against the previous 40%, which will require an extra effort on the part of France.
Finance must become a key player in the ecological transition, accompanying its various dimensions (energy, agriculture, food, transport, etc.), all the more so given the fact that the banking sector is dependent on fossil fuel industries as never before. This is clearly shown by a study4 published by a collective of associations (Friends of the Earth, the Rousseau Institute and Reclaim Finance). The study's abstract quotes the Banking On Climate Chaos 2021 report5 according to which the 60 largest banks in the world granted EUR 3,393 billion financing to companies in the fossil fuel sector between 2016 and 2020. The in-depth study carried out by this collective of associations shows that the 11 main banks in the euro zone have accumulated a stock of over EUR 530 billion in assets related to fossil fuels, that is, 95% of their equity capital. Since January 2020, BNP Paribas, Société Générale, CréditAgricole and Natixis have granted over USD 17 billion in financing to the 30 most important companies in the world in terms of shale oil and gas exploitation. In this context, the devaluation of “fossil fuel assets”6 held by the banks, which will accompany the inevitable ecological transition, could produce significant turbulence or even generate a new global finance crisis. We would find ourselves in a situation comparable to the subprime crisis, when in 2008 the banking sector refused to open its eyes to the upcoming catastrophe and detonated a situation which could have been avoided, resulting in numerous bankruptcies and heavy socio-economic and human consequences.
While scientific warnings are old (Club of Rome report from 1972, etc.), those concerning the interactions between climate change and the rapid erosion of biodiversity have been taking shape for two decades, to the point of describing the current situation as the sixth major mass extinction crisis (Thomas et al. 2004). As the economist Laurent Eloi (2011) has pointed out:
Our ecological crises reveal a paradox of knowledge and action: the considerable progress in environmental science over the past two decades has brought ever worse news about the state of ecosystems. […] Even if the natural and physical sciences alert us – by pointing out significant areas of uncertainty – about the reality of ecological crises, they do not provide us with the means to transform attitudes and behaviors in human societies, societies which are responsible for planetary environmental change, behaviors and attitudes alone being capable of influencing its course. […] In more provocative terms, one could say that, as far as environmental matters are concerned, the social sciences and humanities hold the key to solutions to the problems revealed by the hard sciences. This explains the necessary articulation between the two fields, if ecology does not want to be reduced to an ever more exact science of the contemplation of disasters.
Since the 1990s, various policies described as fostering “sustainable development“have supported mechanisms formalizing the links between the necessary management of biodiversity (Blandin 2009; Rockström et al. 2009) and local development, which must not only be inclusive and favor the reduction of social and territorial inequalities but also as neutral as possible in terms of greenhouse gas emissions. Among these systems, protected areas constitute one of the pillars of national and international nature conservation policies. To be effective, the size of protected areas must globally increase – for both terrestrial and marine ecosystems – and their interconnection has to be improved. However, it is also in terms of multi-stakeholder and multi-level governance that these reserves are expected to truly fulfill their role as an “open-air laboratory” during the ecological transition.
Recent developments systematically remind us of the importance of scientific approaches integrated with the social development needs from all globalized territories, as well as the need to articulate management modes in coordination with the economic and academic spheres. They also highlight the need to increase the engagement from citizens in all the available educational spheres (Cibien 2006).
In one of their last reports7, experts from the United Nations Environment Programme (UNEP) and the Blue Plan emphasized that the rapidity of climate change in the Mediterranean basin is higher than the global trends. The Mediterranean has warmed by 1.5°C since the pre-industrial era, on average 20% faster than in the rest of the globe. This is what the recent synthesis of several hundred scientific studies has shown regarding the catastrophic consequences of global warming for the inhabitants of this world region, particularly when it comes to the supply of fresh water. By 2040, the Mediterranean region is expected to experience a temperature 2.2°C higher than at the end of the 19th century and locally 3.8°C higher by 2100 if serious mitigation measures are not taken expeditiously. “As a generalist diplomat, I am struck to learn that the Mediterranean is the second most impacted region in the world after the Arctic”, summarized the Egyptian Nasser Kamel8, Secretary General of the Union for the Mediterranean. “I understand that the state of the Arctic is important for the planet, but there are 500 million of us around this small lake…”
As elsewhere on the planet, the impact of climate change in the Mediterranean region has been exacerbated by other environmental problems relating to dynamics which have been underway for several decades, often supported by the public authorities. These phenomena have involved changes in land use, in particular those related to the rise of urbanization and mass tourism concentrated on the coast, and the intensification of agriculture, overfishing, declining biodiversity, soil degradation, desertification and pollution (atmospheric and aquatic environments). At the same time, these phenomena have led to increased competition between local actors and investors – sometimes foreign – for the access to resources related to water, soil (including beach sand)9, forestry, fodder, etc.
When associated with demographic and socio-economic factors, climate change impacts water resources in various ways. Declining precipitation reduces surface and groundwater recharge. Extreme events (high floods, prolonged droughts) accelerate soil erosion and threaten many human lives, as do recurrent heat wave10 episodes. Water quality also suffers an impact, in particular due to the deterioration of wetlands and the salinization of groundwater in coastal aquifers.
The agricultural sector in the Mediterranean being the largest water consumer, the risks of conflicts between users have increased. In connection with demographic growth and the expansion of metropolitan areas, food demand is bound to increase accordingly (both at the national level and for export), which will automatically increase the demand for irrigation. Technical solutions in terms of water saving, such as dripping (Kuper et al. 2017), only postpone or delay the overexploitation of underground aquifers and create other difficulties (soil pollution by plastics abandoned in the open field, etc.). Significant adaptations are expected to modify agricultural11 practices, defend the traditional Mediterranean diet, support localized agricultural production systems or even reduce waste and encourage a change in diets in line with the functioning of global food markets.
In the Mediterranean, terrestrial biodiversity is undergoing many changes. In the countries of the northern shore (especially coastal ones), urbanization has suppressed or fragmented many ecosystems. Due to the decline in agricultural and agro-pastoral systems, wooded areas are increasing at the expense of these two sectors. For their part, the semi-natural ecosystems of the countries along the southern and eastern shores are threatened with fragmentation or disappearance, notably due to urbanization, deforestation, the overexploitation of wood (for heating, construction) and overgrazing. According to the mentioned UNEP report, adaptation options at the level of terrestrial biodiversity include the preservation of “natural flow variability in Mediterranean rivers and the protection of riparian zones, reduction of water abstraction, modified silvicultural practices, and the promotion of climate-wise landscape connectivity”.
Furthermore, crucial socio-economic factors are currently hampering sustainable development in Mediterranean countries. In the first place, there is persistent poverty, for example, in certain marginal rural regions in Northern Africa and in the urban and periurban suburbs which accommodate the most disadvantaged populations (unemployed, landless peasants, migrants, etc.). These pockets of poverty are related to inequalities and the imbalance between men and women. In addition, cultural dimensions also have to be taken into account to ensure the success of climate adaptation and environmental resilience policies in the heterogeneous multicultural framework of the Mediterranean basin. These policies, also aiming to support the most vulnerable local communities, must imperatively take into account social issues such as justice, equality, education, the fight against poverty, social inclusion and redistribution.
Finally, at the scientific level and with a view to meeting the main challenges in the Mediterranean, UNEP and Blue Plan experts insist on the need to quickly fill in the gaps between countries in terms of data and knowledge. In particular, they aim to promote the development of high-level climate services. This essentially points to early warning systems: “Increased research is required for short- and medium-term projections, as well as large-scale programs at the Mediterranean level to face impending challenges.”
Since 1971, the UNESCO Man and the Biosphere Programme, known by the abbreviation MAB, has fostered different articulation principles between the political, scientific and academic spheres in various territories. Theoretically, the declared goal is to reconcile sustainable development at the regional level with the protection of the environment and, more specifically, the conservation of biodiversity, with respect for the cultural values of all. Biosphere reserves, which are formalized by UNESCO, are considered privileged territorial spaces for experimenting with operating methods specifically adapted to the stated goals and cross-cutting issues.
Today, the UN biosphere reserve system supports the 2030 Agenda and its 17 Sustainable Development Goals (SDGs). It encourages the development of interdisciplinary research and relies on its worldwide network to spread its experiences, its approaches and know-how. The different global and local political scales are articulated, with various consequences on the reconfiguration of local political arenas; on specific modes of development regarding the renewal of bonds between knowledge, powers and institutions and renovated relationships between the scientific and educational spheres; and on the governance of territories.
