Search

The deployment of wind power induces deep changes in landscapes and territories. The politicization of wind power generates new ad hoc collectives. In the French case, because of the institutional framing resulting from landscape and wind power policies (centralization, feed-in tariffs, private developers), collectives of emerging wind power landscapes are regularly set apart from wind power planning processes. This paper explores the extent to which these recompositions and new collectives could be part of emerging wind power potentials. The empirical evidence stemming from our case studies shows that wind power technology, like any other technology, is not endowed with a potential per se. Wind power potentials differ - 'capitalistic', 'controversial', 'negotiated', 'conditional' - depending on planning processes and inherited configurations. The notions of striated space and smooth space enable us to adopt a relational perspective on these emerging collectives and to account for the role of inherited sociogeographical configurations and planning processes. [ABSTRACT FROM AUTHOR]

The promotion of ‘critical citizenship’ has become a key objective of official school curricula around the world. Using an analytic framework developed by the authors, this paper identifies the diverse conceptions of critical citizenship that are promoted, by comparing the official school curricula for citizenship in England and France. The analysis goes beyond the dichotomous distinctions prevalent in comparisons of education in the two countries, especially those that focus on the contrasting degrees of centralisation–decentralisation, and suggests that there were significant differences in the goals promoted in their curricula with regard to four key dimensions: ideology, the collective, the individual and action. While these differences reflect historical, political, social, economic and cultural differences between the two nations, the analysis indicates a lack of symmetry across the levels of the curriculum, which contributed to the significant spaces that were found to exist which have the potential for teachers and students to creatively interpret how critical citizenship can be understood and implemented in the classroom. [ABSTRACT FROM PUBLISHER]