This chapter reveals how and why gastronomy has been used as a tourist attraction by markets, festivals and shows in Cheshire (England). It demonstrates how gastronomy can be used to increase visitor footfall and provide an economic stimulus in rural and urban areas. It considers how gastronomy can also be used to provide the solution to or raise the profile of social and environmental factors. The Nantwich Food Festival is used as the main case study, supported by examples from the Foodies Festival Tatton Park, The Royal Cheshire County Show and the Rode Hall Farmers’ Market. The aim is to understand how varying needs within the local and wider community were identified and then met through farming-related events, which expanded or metamorphosed into their present form with gastronomy used as a pull-factor. Contemporary trends towards healthy eating, sustainable consumption, experiences and collaboration are acknowledged. UK consumers are increasingly seeking local, organic, non-GM, free-range, free-from and quality assured produce that is ethically produced, safe and traceable. ‘Foodies’ and culinary tourists continue to be drawn to unique and authentic food experiences, while gastronomic tourism events increasingly boost visitor numbers through the regular appearance of reality TV and celebrity chefs.
Purpose: The purpose of this paper is to highlight the continuing dearth of scholarship about the role of work based learning in education for sustainable development, and particularly the urgent demands of climate literacy. It is proposed that forms of work based learning can act as catalysts for wider cultural change, towards embedding climate literacy in higher education institutions. Design/methodology/approach: This paper draws data from action research to present a case study of a Climate Change Project conducted through a work based learning module at a mid-sized university in the United Kingdom. Findings: Contrary to the predominantly fragmented and disciplinary bounded approaches to sustainability and climate literacy, the case study demonstrates how a form of work based learning can create a unifying vision for action, and do so across multiple disciplinary, professional service, and identity boundaries. In addition, the project generated indicators of cultural change including extensive faculty level climate change resources, creative ideas for an innovative mobile application, and new infrastructural arrangements to further develop practice and research in climate change. Research limitations/implications: Practical implications: This paper provides an illustrative example of how a pan-faculty work based learning module can act as a catalyst for change at a higher education institution. Originality/value: This paper is a contemporary call for action to stimulate and expedite climate literacy in higher education, and is the first to propose that certain forms of work based learning curricula can be a route to combating highly bounded and fragmented approaches, towards a unified and boundary-crossing approach.
Evidence suggests that wider sociological structures, which embody particular values and ways of relating, can make sustainable living and working problematic. This paper introduces ideology critique, an innovative methodological perspective crossing the fields of theology, cultural studies and politics, to examine and disturb the subtle and hidden ‘spirit’ which is evoked when we engage with everyday objects and interactions. Such a ‘spirit’, or ideology, embodies particular models of how humans relate to other humans, animals, and the planet more broadly. This paper aims, firstly, to document and demonstrate the subtleties of how the hidden ‘spirit’ can render attempts at sustainable working futile in the context of education, and then, second, to demonstrate how it can be used to intentionally evoke alternative ‘spirits’ which afford new relationality amongst humans, animals and the planet. In a broader sense, therefore, this paper explores how concepts and political commitments from the humanities, such as ideology critique and ‘spirit’, can help (1) analyse how wider social structures shape our values and beliefs in relation to sustainable learning, living and working, (2) explain how these behaviours are held in place over time, and (3) provoke insight into how we might seek to disrupt and change such persistent social structures.
Empirical evidence suggests that educational approaches to climate change remain limited, fragmented, and locked into disciplinary boundaries. The aim of this paper is to discuss the application of an innovative unifying, boundary-crossing approach to developing climate literacy. Methodologically, the study combined a literature review with an action research based approach related to delivering a Climate Change Project conducted in a mid-sized university in England. Findings suggest the approach created a unifying vision for action, and did so across multiple boundaries, including disciplinary (e.g. psychology, engineering, business), professional services (e.g. academic, library, information technology), and identity (e.g. staff, student, employee). The project generated a number of outcomes including extensive faculty level climate change resources, plans for innovative mobile applications to engage people in climate literacy, and new infrastructural arrangements to continue the development of practice and research in climate change. This paper outlines empirical insights in order to inform the design, development, and continuity of other unifying, boundary-crossing approaches to climate literacy.
Abstract: The demands placed on Higher Education Institutions (HEIs) to deliver sustainability initiatives alongside their long-standing social responsibility commitments has been recognised in literature. However, how these interrelate in practice continues to be relatively unexplored. The extant literature suggests that the integration of the two connected agendas can be problematic due to a range of factors, including a general lack of awareness or even misconceptions of the respective agendas. This paper explores the attitudes and practices related to the integration of social responsibility and sustainability initiatives at HEIs. Theoretically, this study highlights the ongoing relative positioning and importance of economic factors - as it relates to differentiation rather than integration - over others such as social responsibility and sustainability. The main implication of this study is that provide useful insights into how HEIs can closer integrate two contemporary but potentially competing agendas.
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