Land And Water Education And The Allodial Principle

This book argues that the ancient allodial principle enables a paradigmatic shift in the way specialist educators in environmental, Indigenous, and legal studies; teacher educators; and teachers think about land and water education. Land and water are basic to human life, and students will need to grapple with matters of sustainability and Indigenous entitlement in their future work. People now living in lands and on waterways that have been colonized, such as Australia, are taught to regard land and water in ways that have been fundamentally shaped by English law. This book introduces ancient as well as more contemporary forms of land and water access and examines the underlying ontological and epistemological enframements that shape the way that ‘land’ and ‘water’ are understood and taught. As peoples of the world grapple with environmental sustainability and Indigenous rights, the author provides a pivotal rejection of the entitlement to ‘abuse’. The book also reasons that educators should employ alod pedagogy to develop their approach to ‘working out’ difficult matters to do with balancing the rights and responsibilities of nations, regions, corporations, communal and individual owners in the access to, use of, and transferability of land and waterways.

Sustainable Life on Land, the fifteenth UN Sustainable Development Goal (SDG 15), calls for the protection, restoration and promotion of the sustainable use of terrestrial ecosystems. Among others, it requires societies to sustainably manage forests, halt and reverse land degradation, combat desertification, and halt biodiversity loss. Despite the fact that protection of terrestrial ecosystems is on the rise worldwide and forest loss has slowed, the recent IPBES report concluded that “nature is declining globally at rates unprecedented in human history”. Consequently, the United Nations General Assembly recently declared 2021–2030 the UN Decade on Ecosystem Restoration. There is no doubt that the current global responses are far from sufficient and significant transformative changes of societies are needed to restore and protect nature and ecosystems. Transitioning to Sustainable Life on Land presents reviews, original research, and practical experiences from different disciplines with a focus on: theoretical and empirical reflection about the necessary transformation of values, institutions, markets, firms and policies, reviews and research on protection, restoration and sustainable use of diverse terrestrial ecosystems, analyses and reporting of encouraging local, regional, national, and global initiatives. Transitioning to Sustainable Life on Land is part of MDPI's new Open Access book series Transitioning to Sustainability. With this series, MDPI pursues environmentally and socially relevant research which contributes to efforts toward a sustainable world. Transitioning to Sustainability aims to add to the conversation about regional and global sustainable development according to the 17 SDGs. The book series is intended to reach beyond disciplinary, even academic boundaries.

This edited collection offers global perspectives on the transverse, boundary-blurring possibilities of community arts education. Invoking ‘transversality’ as an overarching theoretical framework and a methodological structure, 55 contributors – community professionals, scholars, artists, educators and activists from sixteen countries – offer studies and practical cases exploring the complexities of community arts education at all levels. Such complexities include challenges created by globalizing phenomena such as the COVID-19 pandemic; ongoing efforts to achieve justice for Indigenous peoples; continuing movement of immigrants and refugees; growing recognition of issues related to equity, diversity and inclusion in the workplace; and the increasing impact of grassroot movements and organizations. Chapters are grouped into four thematic clusters – Connections, Practices, Spaces and Relations – that map these and other intersecting assemblages of transversality. Thinking transversally about community art education not only shifts our understanding of knowledge from a passive construct to an active component of social life but redefines art education as a distinctive practice emerging from the complex relationships that form community.

Through its presentation of a holistic view of land management for sustainable development, this text outlines basic principles of land administration applicable to all countries and their divergent needs.

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