Exploring Sustainable Development

Sustainable development is capturing the attention of planners, politicians and business leaders. Within the academic sphere its study is increasingly breaching disciplinary boundaries to become a focus of attention for natural and social scientists alike. But in studying such a key concept, it is vital that there is a clear definition of what it means, how it is applied on the ground, and the influence it exerts upon people's perceptions of change in the physical environment, economic activity and society. Exploring Sustainable Development is a major new text which provides a multifaceted introduction to key areas of study in this field, examining sustainability at the full range of spatial scales from the local to the global. Building on existing theory it demonstrates the unique contributions that thinking geographically about space, place and human-environment relationships can bring to the analysis of sustainable development. This book explores different interpretations of sustainable development in both theory and practice, in developed and developing countries, and in rural and urban areas. It pays particular attention to the local, national and international politics of implementation, the future of climate and energy, the role of business, and different conceptions of agricultural sustainability. This wide-ranging text is ideal for undergraduates and postgraduates in geography, environmental science, development studies, and related social and political sciences.

Sustainable development is capturing the attention of planners, politicians and business leaders. Within the academic sphere its study is increasingly breaching disciplinary boundaries to become a focus of attention for natural and social scientists alike. But in studying such a key concept, it is vital that there is a clear definition of what it means, how it is applied on the ground, and the influence it exerts upon people's perceptions of change in the physical environment, economic activity and society. Exploring Sustainable Development is a major new text which provides a multifaceted introduction to key areas of study in this field, examining sustainability at the full range of spatial scales from the local to the global. Building on existing theory it demonstrates the unique contributions that thinking geographically about space, place and human-environment relationships can bring to the analysis of sustainable development. This book explores different interpretations of sustainable development in both theory and practice, in developed and developing countries, and in rural and urban areas. It pays particular attention to the local, national and international politics of implementation, the future of climate and energy, the role of business, and different conceptions of agricultural sustainability. This wide-ranging text is ideal for undergraduates and postgraduates in geography, environmental science, development studies, and related social and political sciences.

Transition to sustainability is stuck and academic research has not resulted in significant change so far. A large void in sustainability research and the understanding of sustainable development is an important reason for this. Personal Sustainability seeks to address this void, opening up a whole cosmos of sustainable development that has so far been largely unexplored. Mainstream academic, economic and political sustainable development concepts and efforts draw on the macro level and tend to address external, collective and global processes. By contrast, the human, individual, intra- and inter-personal aspects on the micro level are often left unaddressed. The authors of Personal Sustainability invite the reader on a self-reflecting journey into this unexplored inner cosmos of sustainable development, focusing on subjective, mental, emotional, bodily, spiritual and cultural aspects. Although these are intrinsically human aspects they have been systematically ignored by academia. To establish this new field in sustainability research means to leave the common scientific paths and expand the horizon. Together with authors from cultural studies, philosophy, anthropology, psychology, sociology, psychiatry, aesthetics and economics, and supported by contributions from practitioners, this book portrays different approaches to personal sustainability and reflects on their potentials and pitfalls, paving the way to cultures of sustainability. This book will be of great interest to researchers and students in the field of sustainability and sustainable development, as well as researchers from philosophy, anthropology, psychology, sociology, cultural studies, ethnology, educational research, didactics, aesthetics, economics, business and public administration.

Argues that environmental problems need to be looked at internationally, in terms of the global economic system, and that the degradation of the environment is not 'natural', but an historical process linked to economics and politics.

The existential environmental crisis prompted the United Nations to formulate the Millennium Development Goals at the turn of the 21st century in order to embark on an era of sustainable development. The progress and deficiencies in achieving the Millennium Development Goals provided impetus to the intelligentsia and policymakers to map out the pertinent goals for a sustainable growth trajectory for humanity and the planet. The United Nations’ 2030 Agenda for Sustainable Development, which was adopted in September 2015, took the shape of 17 Sustainable Development Goals (SDGs) and 169 targets. In effect, the 17 Sustainable Development Goals focus on protecting the earth's life support systems for intra- and inter-generational equity and for development that is rooted in sustainability science. Attaining these goals is an uphill task; nevertheless, scientific knowledge, trans and interdisciplinary inquiries, concerted global action and capacity building would provide an enabling environment for achieving the SDGs. This book explores the synergies and trade-offs between climate change management and other SDGs. It highlights the policy imperatives as well as the interrelations between combating climate change and its impacts (SDG 13) and food and nutritional security (SDG 2), water security (SDG 6), soil security (SDG 15), energy security (SDG 7), poverty eradication (SDG 1), gender equality (SDG 5), resilient infrastructure (SDG 9), and sustainable and resilient cities (SDG 11).

This book provides a detailed overview of governance for the Sustainable Development Goals (SDGs). Adopting a unique integrative approach, it examines the fragmentation of governance that is a critical barrier to achieving the SDGs. The main question addressed is: What are the crucial elements and the organizing logic of an integrative framework that is suitable for analysing governance for the SDGs and for implementing the transitions that we need towards a more sustainable world? This transdisciplinary book first proposes a combination of innovative governance theories that can improve the analysis and practice of sustainability governance. Secondly, it explores the interests of core actors in a number of case examples. And thirdly, it offers recommendations for improving the study and practice of sustainability governance. The findings presented form the basis for a new approach to governance towards objectives such as the SDGs: Integrative Sustainability Governance (ISG). The ensuing ISG framework includes indicator frames within the pillars of power, knowledge and norms. The book concludes that the transformation of crisis into sustainability transitions requires a deeper consideration of risk management that strengthens resilience; systems deliberation that complements democracy; and behavioral insights that elevate human awareness and collaboration. This handbook is a comprehensive and valuable companion for students, experts and practitioners with an interest in the SDGs.

The Role of Education in Enabling the Sustainable Development Agenda explores the relationship between education and other key sectors of development in the context of the new global Sustainable Development Goals (SDG) agenda. While it is widely understood that there is a positive relationship between education and other dimensions of development, and populations around the world show a clear desire for more and better education, education remains an under-financed and under-prioritised sector within development. When education does make it onto the agenda, investment is usually diverted towards increasing access to formal schooling, without focusing on the intrinsic value of education as a tool for development within the international development community more broadly. The authors explore these tensions through a review of literature from a range of disciplines, providing a clearer picture of the relationship between education and other development sectors. The book challenges silo-thinking in the SDGs by exploring how achieving the SDG education targets can be expected to support or hinder progress towards other targets, and vice-versa. Drawing on examples from both low and high income countries, the book demonstrates how ‘good’ education functions as an ‘enabling right’, impacting positively on many other areas. The book’s scope ranges across education and development studies, economics, geography, sociology and environmental studies, and will be of interest to any researchers and students with an interest in education and the SDGs.

To integrate the principles, values, and practices of sustainable development into all aspects of education and learning was the overarching goal of the UN Decade of Education for Sustainable Development (2005-2014). This, it was believed, would ‘save the planet’, encouraging behaviour changes to allow for the development of a more sustainable and just society for all. Awareness of sustainable development has risen enormously in recent years, challenging us, as individuals and as families, workplaces, and communities (both local and global), to think about and act upon the major issue which we face. The Decade reaffirmed the United Nations’ commitment to the crucial role of education and learning in the pursuit of sustainable development, and the need for far-reaching changes in the way education is often practised. Of course, the very idea that education should be for something (whether sustainable development or anything else), remains as questionable as ever. Nevertheless the instigation of the Decade clearly recognised the need for intensified efforts to achieve sustainable development. This book reflects on the role and impact of the Decade in helping to reorient education towards sustainability, and looks forward, beyond the end of the Decade and its achievements, to contemplate the way ahead, giving special attention to case studies and the state of affairs in England. The authors offer different perspectives on the effectiveness and value of particular initiatives and practices that are responses to the Decade. This book was originally published as a special issue of The Curriculum Journal.