Sustainable Development Disciplines for Humanity

Front matter

= <4 “au | Sustainable Development Goals Series Connecting the Goals

Shujiro Urata Kazuo Kuroda Yoshiko Tonegawa Editors

Sustainable Development Disciplines for Humanity

Preface

This multidisciplinary book provides 11 problem-solving lectures on the sustainable development of people, peace, and partnerships. These are three of the five keywords for the Sustainable Development Goals (SDGs),* namely people, planet, prosperity, peace, and partnerships (5Ps). According to the Resolution adopted by the General Assembly of the United Nations (2015, p. 2), the SDGs are intended to promote the following actions in these five areas:

(1) For people: end poverty and hunger in all their forms and dimensions, as well as ensure that all human beings can fulfill their potential with dignity and equality and in a healthy environment.

(2) For planet: protect it from degradation, including through sustainable consumption and production, by sustainably managing natural resources and taking urgent action on climate change, so that it can support the needs of the present and future generations.

(3) For prosperity: ensure that all human beings enjoy prosperous and fulfilling lives and that economic, social, and technological progress occurs in harmony with nature.

(4) For peace: foster peaceful and inclusive societies that are free from fear and violence.

(5) For partnerships: mobilize the means required to implement this agenda through a revitalized global partnership for sustainable development based on a spirit of strengthened global solidarity, focusing, in particular, on the needs of the poorest and most vulnerable and with the participation of all countries, all stakeholders, and all people.

Each of the lectures is classified as one or more keywords for the SDGs and based on history, health, education, sociology, development studies, and political science. Furthermore, each lecture delineates the essence of each discipline when it is practically applied to development studies. This book, along with its sister book on people, peace, planet, prosperity, and sustainable development disciplines for society, will be useful for development studies.

Interdisciplinary research is necessary to achieve the SDGs advocated by the United Nations. Hence, it is essential to learn the basics of individual

“See Appendix 1 for an explanation of each of the 17 goals.

vii viii

Introduction

5 ; ` Political Development | History Health Education || Sociology : P j | i science Studies | Chap * Chap x Chap fa Chap "i Chap i Chap rs Chap $ Chap 3 Chap h Chap X Chap 10 ¥ a

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Fig. 1 Relationships between chapters, disciplines, and the SDGs disciplines as they offer ample knowledge to foster problem-solving through the accumulation of existing research. This and its sister book are the first comprehensive textbooks summarizing the essence of each necessary discipline to approach development studies from an interdisciplinary perspective. The 11 lectures enable readers to effectively learn the main aspects of each discipline necessary for research in development studies, and the careful interweaving of the aspects learned by the reader enables the implementation of interdisciplinary development research. Table 1 shows the relationships between keywords, disciplines, and the SDGs in all chapters. Figure 1 also illustrates the interrelationships between chapters, disciplines, and the SDGs in an intelligible manner. As each lecture corresponds to certain keywords, disciplines, and SDGs, readers can focus on topics that are relevant to them.

The first six chapters of this book are mainly related to “People” and help achieve mainly Goals 1 (no poverty), 3 (good health and well-being), 4 (quality education), 6 (clean water and sanitation), 11 (sustainable cities and communities), and 12 (responsible consumption and production). These chapters are based on the disciplines of history (Chap. 1), health (Chap. 2), education (Chaps. 3-5), and sociology (Chap. 6).

Chapter | applies the methods of the history of political thought to analyze the relationship between ideology and poverty. Specifically, it examines the history of Britain in the late nineteenth and early twentieth centuries. It also analyzes the three ideologies of the government’s social policy: liberalism, exclusionism, and social democracy as a way of alleviating poverty and how support for the welfare state grew therefrom.

Chapter 2 approaches global health diplomacy in combating communicable diseases and promoting universal health coverage (UHC) as part of the efforts to achieve SDG 3. First, communicable diseases are now perceived as a threat to “human security,” and Japan has begun engaging in global health diplomacy to elevate the level of dialog. Second, international partnerships

Introduction ix

Table 1 Relationships between keywords, disciplines, and the SDGs in all chapters

Chapter Keywords Discipline Detailed SDGs SDGs | Related discipline Targets SDGs For people | | Poverty, ideology, welfare History History of 1 - - state, new liberalism political thought 2 Global health diplomacy, Health Health policy, 3 3.8, 3. | 2.2, 6, communicable diseases, Human rights, b, 3d, 8.8 universal health coverage, Law for primary health care, human health security 3 History, international Education Education 4 4.7 1 to 17 education development

4 Inclusive education, quality | Education Education 4 - 1 to 17 education, equity, education for children with disabilities,

Ethiopia 5 Higher education, research, | Education Education 4 43,4. 2, 3,7, education, social b 9, 12, contribution, industry— 14, 17 academia collaboration 6 Dam, displacement, Sociology Sociology of 2,3, 6.b 1, 4, 10, resettlement, restoration of development 6,7 11, 13, livelihood 15 16 For peace |7 Democracy, development, Political International 16 - - Peace, liberalism, human science relations rights 8 Corruption, political will, Political Political 16 16.5 1 to 17 principal—agent model, science economy institution 9 Human trafficking, mobility | Development Human rights 5, 8, 5.2, 10, 17 of people, vulnerability, and | studies 10, 8.7, SDGs 16, 16.2, 17 16.4 For 10 Multi-stakeholder Development Development 17 - - partnership partnership, private sector, studies studies co-creation, Japan, 11 Global partnership, History History 17 - - reconciliation, history

problem, dialog, new

historiography Footnote: Contents of SDGs targets. 3.8 Achieve universal health coverage, including financial risk protection, access to quality essential healthcare services, access to safe, effective, quality, affordable essential medicines, and vaccines for all. 3.b Support the research and development of vaccines and medicines for the communicable and non-communicable diseases that primarily affect developing countries, provide access to affordable essential medicines and vaccines in accordance with the Doha Declaration on the TRIPS Agreement and Public Health, which affirms the right of developing countries to use the full provisions in the Agreement on Trade Related Aspects of Intellectual Property Rights regarding flexibilities to protect public health, and, in particular, provide access to medicines for all. 3.d Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction, and management of national and global health risks. 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university. 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development.

x Introduction

4.b By 2020, substantially expand globally the number of scholarships available to developing countries, in particular, least developed countries, small island developing states, and African countries, for enrollment in higher education, including vocational training and information and communications technology, technical, engineering, and scientific programs, in developed countries and other developing countries.

5.2 Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation.

6.b Support and strengthen the participation of local communities in improving water and sanitation management. 8.7 Take immediate and effective measures to eradicate forced labor, end modern slavery and human trafficking and secure the prohibition and elimination of the worst forms of child labor, including recruitment and use of child soldiers, and by 2025, end child labor in all its forms.

16.2 End abuse, exploitation, trafficking, and all forms of violence against and torture of children.

16.4 By 2030, significantly reduce illicit financial and arms flows, strengthen the recovery and return of stolen assets, and combat all forms of organized crime.

16.5 Substantially reduce corruption and bribery in all their forms

Source United Nations (n.d.)

for global health have been strengthened to promote UHC. This chapter shows that global health has become an important agenda item for diplomacy to achieve SDG 3.

Chapter 3 describes the historical development of SDG 4 by tracing the history of three approaches to international education development: education for peace, education as a human right, and education for socioeconomic development. The approaches are then used to frame discussion of three perspectives: (1) the external and internal efficiency of education; (2) “education for development,” “educational development,” and “education and development”; and (3) dependency theory and modernization theory.

Chapter 4 examines the core of SDG 4, namely “inclusive and equitable quality education.” The quality of education is specifically examined from four perspectives: school environment, educational attainment, learning achievement, and non-cognitive skills. This chapter also provides a brief overview of international trends in educational cooperation from 1945 to 2015, and the relationship between education and all 17 SDGs. It also presents a case study of education for children with disabilities in Ethiopia.

Chapter 5 focuses on the relationship between SDG 4 and higher education. It introduces various activities and initiatives at Japanese higher education institutions, such as the Science and Technology Research Partnership for Sustainable Development (SATREPS), which promotes joint international research on global issues. This chapter also presents the expected roles and challenges of higher education in society through the indirect spillover effects on the other SDGs.

Chapter 6 provides a concrete picture of the sociological approach to this development. It presents arguments based not only on previous research in the English-speaking world, but also on research trends in Japan. Additionally, this chapter presents research perspectives that are considered unique to sociology in development issues: power relations among actors at development sites; the secondary, indirect, mid-, and long-term impacts of development projects; macro—micro linkages among international, national, and regional transformations; and values, culture, and discourse on development.

Introduction xi

Chapters 7-9 mainly focus on peace and how to help achieve Goals 5 (gender equality), 8 (decent work and economic growth), 10 (reduced inequalities), and 16 (peace, justice, and strong institutions). These chapters are written based on the disciplines of political sciences (Chaps. 7 and 8) and development studies (Chap. 9).

Chapter 7 focuses on three main aspects of a peaceful society: democratization, development, and peace. It cautions against authoritarianism, which threatens democratic systems. Regimes against human rights are increasing worldwide, including in Asia. This chapter underscores the promotion of peace for human rights based on international harmony and cooperation among various actors, such as governments, the United Nations, regional organizations, and non-governmental organizations (NGO).

Chapter 8 discusses corruption, which has become an equilibrium of the interactions of various societal actors and is thus considered a social institution. Historically, all societies have been corrupted by today’s standards, but some of them have successfully overcome the hardship of escaping the equilibrium of corruption, achieving a more transparent society. This chapter introduces examples of such societies, including Britain, the USA, Hong Kong, and Singapore.

Chapter 9 examines methods for reducing human trafficking using the SDGs. It mainly considers SDGs 5, 8, 10, 16, and 17 cited by the United Nations Office on Drugs and Crime (UNODC) for addressing human trafficking. Additionally, this chapter addresses the following perspectives to propose possible solutions to the problems of human trafficking: first, the actions that the international society has taken to eradicate the crime; second, further understanding of human trafficking; third, how the SDGs can be adopted in the context of current human trafficking.

The last two chapters focus on partnership and how to help achieve Goal 17 (partnerships for the goals). These chapters are based on the disciplines of development studies (Chap. 10) and history (Chap. 11).

Chapter 10 examines how partnerships with the private sector have been formed, with a focus on Japan. First, it briefly discusses the international initiatives to understand the process by which previously separated entities— public and private sectors—have gradually moved closer to solving development problems. Thereafter, this chapter explores how the Government of Japan and the Japan International Cooperation Agency have created or supported projects in collaboration with companies.

Chapter 11 proposes methods for building a global partnership by seeking solutions to the “history problem” that extends outside the realm of “historiography.” Reviewing the “new historiography” advocated by Liang Qichao and creating a “neo-new historiography” that is compatible with the age of globalization can contribute to “reconciliation studies.” This chapter focuses on the building of a civil society partnership by focusing on multi-stakeholder partnerships.

Readers should refer to Table 1 and Fig. 1 to identify the relevant chapters to achieve a particular SDG and determine what wisdom each discipline in each chapter provides. It is also useful to refer to the sister book Sustainable development disciplines for society: Breaking down the 5Ps—People, Planet, xii

Introduction

Table 2 Contents of the Sustainable Development Goals (SDGs)

Goal

No Poverty

Zero Hunger

Good Health and Well-Being

Quality Education Gender Equality Clean Water and Sanitation

Affordable and Clean Energy

Decent Work and Economic Growth

Industry, Innovation, and Infrastructure

Reduced Inequalities

Sustainable Cities and Communities

Responsible Consumption and Production

Climate Action Life Below Water

Life on Land Peace, Justice, and Strong

Institutions

Partnerships

Source United Nations (n.d.)

Economic growth must be inclusive to provide sustainable jobs and promote equality

The food and agriculture sector offers key solutions for development and is central for hunger and poverty eradication

Ensuring healthy lives and promoting the well-being for all at all ages is essential to sustainable development

Obtaining a quality education is the foundation to improving people’s lives and sustainable development

Gender equality is not only a fundamental human right, but a necessary foundation for a peaceful, prosperous, and sustainable world

Clean, accessible water for all is an essential part of the world we want to live in

Energy is central to nearly every major challenge and opportunity

Sustainable economic growth will require societies to create the conditions that allow people to have quality jobs

Investments in infrastructure are crucial to achieving sustainable development

To reduce inequalities, policies should be universal in principle, paying attention to the needs of disadvantaged and marginalized populations

There needs to be a future in which cities provide opportunities for all, with access to basic services, energy, housing, transportation, and more

Responsible production and consumption

Climate change is a global challenge that affects everyone, everywhere

Careful management of this essential global resource is a key feature of a sustainable future

Sustainably manage forests, combat desertification, halt and reverse land degradation, halt biodiversity loss

Access to justice for all, and building effective, accountable institutions at all levels

Revitalize the global partnership for sustainable development

Prosperity, Peace, and Partnerships at the same time and find a roadmap for achieving a specific SDG by effectively combining the wisdom of several disciplines. In developing countries, these considerations will provide access to development research for readers aiming to develop their home countries further. Moreover, in developed countries, these considerations provide access to problem-solving research for readers seeking holistic solutions to complex social problems Table 2.

Yoshiko Tonegawa ytonegawa@ waseda.jp Kazuo Kuroda kakuroda@ waseda.jp

Introduction xiii References

United Nations (2015) Resolution adopted by the General Assembly on 25 September 2015, Seventieth session, Agenda items 15 and 116. Accessed on 8 March 2022. https:// www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E

United Nations (n.d.) Take Action for the Sustainable Development Goals. Accessed on 8 March 2022. https://www.un.org/sustainabledevelopment/sustainable-developmentgoals/

Part I For People 1 Poverty and Ideologies: How the Welfare State Gained Hanno Terao

2 Global Health Diplomacy to Combat Communicable Diseases and to Promote Universal Health Coverage Yasushi Katsuma

3 The Historical Development of SDG4: Evolution Kazuo Kuroda and Lauren Nakasato

4 Education in SDGs: What is Inclusive and Equitable Yoshiko Tonegawa

5 The Role of Higher Education in Achieving the Sustainable Akemi Ashida

6 Social Impacts of Infrastructure Construction: Atsushi Hamamoto