The “Commons” Versus the “Commodity”: Alter‐globalization,Anti‐privatization and the Human Right to Water in the Global South

Abstract: In response to the growth of private sector involvement in water supply management globally, anti‐privatization campaigns for a human right to water have emerged in recent years. Simultaneously, alter‐globalization activists have promoted alternative water governance models through North‐South red‐green alliances between organized labour, environmental groups, women's groups, and indigenous groups. In this paper, I explore these distinct (albeit overlapping) responses to water privatization. I first present a generic conceptual model of market environmentalist reforms, and explore the contribution of this framework to debates over ‘neoliberalizing nature’. This conceptual framework is applied to the case of anti‐privatization activism to elucidate the limitations of the human right to water as a conceptual counterpoint to privatization, and as an activist strategy. In contrast, I argue that alter‐globalization strategies—centred on concepts of the commons—are more conceptually coherent, and also more successful as activist strategies. The paper concludes with a reiteration of the need for greater conceptual precision in our analyses of neoliberalization, for both academics and activists.     

Children’s independent mobility: the role of school-based social capital

ABSTRACT

Research has documented the decline in children’s independent mobility (CIM) globally. CIM is a measure of the level of a child’s freedom to move about his or her local neighbourhood without direct adult supervision. This paper explores the effectiveness of three intervention programmes to change travel behaviours of children to and from school in 26 Catholic primary schools in a range of urban and regional settings in Victoria, Australia. Using pre and post intervention surveys with 1600 students and parents, and interviews with school principals, we measured the influence of a range of individual, social, and built environment factors on the effectiveness of these intervention programmes. The degree of social connectedness of the school and the individual was found to have the most impact on the effectiveness of the intervention programmes to change behaviours, while the interventions themselves were not greatly effective without being embedded in a supportive school culture.