Navigating the social dimension of sustainability decision making of mega-projects

Until recently, sustainable development was perceived as essentially an environmental issue, relating to the integration of environmental concerns into economic decision-making. As a result, environmental considerations have been the primary focus of sustainability decision making during the economic development process for major projects, and the assessment and preservation of social and cultural systems has been arguably too limited. The practice of social impact and sustainability assessment is an established and accepted part of project planning, however, these practices are not aimed at delivering sustainability outcomes for social systems, rather they are designed to minimise ‘unsustainability’ and contribute to project approval. Currently, there exists no widely recognised standard approach for assessing social sustainability and accounting for positive externalities of existing social systems in project decision making. As a result, very different approaches are applied around the world, and even by the same organisations from one project to another. This situation is an impediment not only to generating a shared understanding of the social implications as related to major projects, but more importantly, to identifying common approaches to help improve social sustainability outcomes of proposed activities. This paper discusses the social dimension of sustainability decision making of mega-projects, and argues that to improve accountability and transparency of project outcomes it is important to understand the characteristics that make some communities more vulnerable than others to mega-project development. This paper highlights issues with current operational level approaches to social sustainability assessment at the project level, and asserts that the starting point for project planning and sustainability decision making of mega-projects needs to include the preservation, maintenance, and enhancement of existing social and cultural systems. It draws attention to the need for a scoping mechanism to systematically assess community vulnerability (or sensitivity) to major infrastructure development during the feasibility and planning stages of a project.

‘Doing’ social justice in early childhood : the potential of leadership

Early childhood education has long been connected with objectives related to social justice. Australian Early Childhood Education and Care (ECEC) has its roots in philanthropic and educational reform movements prevalent at the turn of the 20th century. More recently, with the introduction of the National Early Childhood Reform Agenda, early childhood education has once more been linked to the achievement of aims associated with redressing inequality and disadvantage. According to Jean-Marie, Normore and Brooks (2009), educational leaders have a moral and social obligation to foster equitable practices through advocating for traditionally marginalised and poorly served students while creating a new social order “...that subverts the long standing system that has privileged certain students while oppressing or neglecting others” (p.4). Drawing on extant literature, including data from two previously reported Australian studies in which leadership emerged as having a transformational impact on service delivery, this paper examines the potential of early childhood leadership to generate ‘socially just’ educational communities. With reference to critical theory, we argue that critically informed, intentional and strategic organisational leadership can play a pivotal role in creating changed circumstances and opportunities for children and families. Such leadership includes positional and distributed elements, articulation of values and beliefs, and collective action that is mindful and informed.