The contested privileging of zero carbon: Plausibility, persuasiveness and professionalism

The global policy challenge of responding to climate change comprises a 'super-wicked' problem which consistently defies solution. Despite the UK government’s commitment to zero carbon by 2050, there is little clarity on how this ambitious target is going to be achieved. Even at the level of individual buildings there is a perennial risk of unintended consequences if top-down targets are pursued in isolation of other considerations. The quest for zero carbon is hence embedded within ongoing processes of narrative contestation, and inextricably intertwined with issues of professional identity. It is contended that design is an inherently social process which continues throughout a building’s lifecycle. It is within this context that designers seek to accommodate zero-carbon targets alongside a multiple of other priorities. Hence, any radical shift in the nature of educational provision may well prove to be counter-productive. Yet, much more could undoubtedly be done during education to incubate the quest for low carbon as an essential component of professional identity. There is a need for professionals continuously to hold others to account on the basis of the plausibility of their zero-carbon narratives. Of equal importance is the need to ensure that built-environment professionals continue to respond to the changing policy landscape. Policy relevance The global policy challenge of responding to human-induced climate change defies technological solution. While the aspiration of zero-carbon buildings has been applauded by the built-environment professions, it remains unclear how this ambitious target is going to be realised in practice. Designers are routinely required to accommodate zero-carbon targets alongside multiple other priorities. Hence, any focus on the single criterion of zero carbon in isolation of other considerations risks being untenable. Built-environment professionals will hence limit their ability to influence if they allow themselves to become single-issue activists. This remains true irrespective of the severity of the pending climate crisis. But there are positive steps that can be taken. University educators could do much more to encourage students to embrace the quest for zero carbon as an essential part of their professional identity, and to encourage them to project this identity by continuously challenging the status quo.