What is sustainability? Much has been said about the terms ‘sustainability’ and ‘sustainable development’ over the last few decades, but they have become buried under academic jargon. This book is one of the first that aims to demystify sustainability so that the layperson can understand the key issues, questions and values involved. Accessible and engaging, the book examines the ‘old’ sustainability of the past and looks to the future, considering how economic, ecological and social sustainability should be defined if we are to solve the entwined environmental, economic and social crises. It considers if meaningful sustainability is the same as a ‘sustainable development’ based on endless growth, examining the difficult but central issues of overpopulation and overconsumption that drive unsustainability. The book also explores the central role played by society’s worldview and ethics, along with humanity’s most dangerous characteristic – denial. Finally, it looks to the future, discussing the ‘appropriate’ technology needed for sustainability, and suggesting nine key solutions. This book provides a much-needed comprehensive discussion of what sustainability means for students, policy makers and all those interested in a sustainable future.

​Addressing a topic at the forefront of global interests in business and development, this book is the first comprehensive book in the world that addresses ESG wholistically. It combines academic and practical content through multidisciplinary analysis, integrating economics, statistics, finance, strategic management and mathematics with an African focus. The book argues that ESG is largely in the interest of the firms/companies themselves, in addition to benefitting the larger society in which they exist. It also makes it everyone's responsibility to play a part in addressing global climate challenges. Thus, the book views the survival of the corporations, economies and the larger societies as interlinked. It will be of interest to researchers, policymakers and business persons in and outside of Africa.

This book lays out the principles and practices of transformative sustainability education using a relational way of thinking and being. Elizabeth A. Lange advocates for a new approach to environmental and sustainability education, that of rethinking the Western way of knowing and being and engendering a frank discussion about the societal elements that are generating climate, environmental, economic, and social issues. Highlighting the importance of Indigenous and life-giving cultures, the book covers educational theory, transformation stories of adult learners, social and economic critique, and visions of changemakers. Each chapter also has a strong pedagogical element, with entry points for learners and embodied practices and examples of taking action at micro/meso/macro levels woven throughout. Overall, this book enacts a relational approach to transformative sustainability education that draws from post humanist theory, process thought, relational ontology, decolonization theory, Indigenous philosophy, and a spirituality that builds a sense of sacred towards the living world. Written in an imaginative, storytelling manner, this book will be a great resource for formal and nonformal environmental and sustainability educators.

Library workers at all types of organizations, as well as LIS students learning about this newest Core Value of Librarianship, will find this book an easy-to-digest introduction to what staff at a range of libraries have accomplished in incorporating sustainability into their decision making and professional practices. In addition, a discussion about the role of economics and sustainability will challenge readers to stretch in new ways to positively impact their communities. As a core value of librarianship, sustainability is not an end point but a mindset, a lens through which operational and outreach decisions can be made. And it extends beyond an awareness of the roles that libraries can play in educating and advocating for a sustainable future. As the programs and practices in this resource demonstrate, sustainability can also encompass engaging with communities in discussions about resilience, regeneration, and social justice. Inspiring yet assuredly pragmatic, the many topics explored in this book edited by members of ALA's Sustainability Round Table and ALA’s Special Task Force on Sustainability include a discussion of why sustainability matters to libraries and their user communities; real-life examples of sustainability programming, transformative community partnerships, collective responses for climate resilience, and green building practices; lessons learned and recommendations from library workers who have been active in putting sustainability into practice; the intersection of sustainability with the work of equity, diversity, and inclusion; suggestions regarding the revision of library and information science curriculum in light of the practical need to build community resilience; an examination of how libraries’ efforts to support Doughnut Economics can bolster the United Nations' work on the Sustainable Development Goals, which seek to address the global impacts of climate change; and potential collaborators for future sustainability-related initiatives.

Empowering Teachers through Environmental and Sustainability Education draws inspiration from an empirical study exploring early career teachers’ attempts at enacting Environmental and Sustainability Education (ESE) in their everyday teaching practices. It showcases how a confluence of personal, professional and environmental identities supports implementation of ESE. Additionally, this book discusses key concepts and issues surrounding ESE and the ways in which teachers may claim agency and power to create change in their classroom practices. Drawing from theoretical perspectives, such as Bourdieu’s ‘thinking tools’ habitus and capital, theories of identity, and Foucault’s concept of power and knowledge relations, this book explores how teachers negotiate policies, curriculum and institutional norms to further theoretical and practical understanding of ESE. The use of personal narratives offers new insights into teachers’ agency in creating localised yet powerful change through small and meaningful actions. The purpose of this book, therefore, is to explore ways in which meaningful change can be made in educational settings through these small agentive and yet empowering steps. This book reveals that teachers can enact agency and navigate the power structures that exist within educational settings in order to make ESE meaningful within their classrooms.

This book covers a variety of topics regarding environmental practices in our day-to-day lives, as well as topics concerning sustainable development as a broader concept embracing ecological, social, and economic aspects to improve the quality of life for people around the world. Starting with the traditional controversy between the neoclassical economy and sustainable economy, which may be overcome by scientific progress due to more intensive scientific studies of the sustainability paradigm, the book proceeds to discuss various problems and challenges regarding environmental protection and sustainable development in different countries and on different continents. This includes analyses of recent, sometimes fatal mining disasters in South and North America, challenges and opportunities for rural development in Africa and Australia, an exploration of the role of women for sustainable development in Palestine, water safety and water security issues in Asia and Australia, the environmental exploitation of popular tourism destinations like Acapulco, and deforestation in Malaysia, suggesting innovative approaches to turn challenges into opportunities to effectively tackle these problems. Other topics addressed involve sustainable energy creation for future generations, a research survey among Romanian students on sustainable consumption behavior, validity testing for a heat transfer model in a greenhouse, and a case study on sustainability risk management practices at Malaysia’s environmentally sensitive companies. The book closes with an examination of highly digitalized Smart Cities as a potentially valuable complement to conventional urban and rural lifestyles in connection with achieving the UN Sustainable Development Goals (SDGs).

The present book shares critical perspectives on the conceptualization, implementation, discourses, policies, and alternative practices of environmental education (EE) for diverse and unique groups of learners in a variety of international educational settings. Each contribution offers insights on the authors’ own processes of re-imagining an education in/about/for the environment that are realized through their teaching, research and other ways of “doing” EE. Overall, environmental education has been aimed at giving people a wider appreciation of the diversity of cultural and environmental systems around them as well as the urge to overcome existing problems. In this context, universities, schools, and community-based organizations struggle to promote sustainable environmental education practices geared toward the development of ecologically literate citizens in light of surmountable challenges of hyperconsumerism, environmental depletion and socioeconomic inequality. The extent that individuals within educational systems are expected to effectively respond to—as well as benefit from—a “greener” and more just world becomes paramount with the vision and analysis of different successes and challenges embodied by EE efforts worldwide. This book fosters conversations amongst researchers, teacher educators, schoolteachers, and community leaders in order to promote new international collaborations around current and potential forms of environmental education. This book reflects many successful international projects and perspectives on the theory and praxis of environmental education. An eclectic mix of international scholars challenge environmental educators to engage issues of reconciliation of correspondences and difference across regions. In their own ways, authors stimulate critical conversations that seem pivotal for necessary re-imaginings of research and pedagogy across the grain of cultural and ecological realities, systematic barriers and reconceptualizations of environmental education. The book is most encouraging in that it works to expand the creative commons for progress in teaching, researching and doing environmental education in desperate times. — Paul Hart, Professor of Science and Environmental Education at the University of Regina (Canada), Melanson Award for outstanding contributions to environmental and outdoor education (Saskatchewan Outdoor and Environmental Education Association) and North American Association for Environmental Education (NAAEE)’s Jeske Award for Leadership and Service to the Field of EE and Outstanding Contributions to Research in EE. In an attempt to overcome simplistic and fragmented views of doing Environmental Education in both formal and informal settings, the collected authors from several countries/continents present a wealth of cultural, social, political, artistic, pedagogical, and ethical perspectives that enrich our vision on the theoretical and practical foundations of the field. A remarkable book that I suggest all environmental educators, teacher educators, policy and curricular writers read and present to their students in order to foster dialogue around innovative ways of experiencing an education about/in/for the environment. — Rute Monteiro, Professor of Science Education, Universidade do Algarve/ University of Algarve (Portugal).

Sustainability: Key Issues is a comprehensive introductory textbook for undergraduate and postgraduate students doing courses in sustainability. Highly original, it covers the very broad spectrum of ideas covered under sustainability, from participation, resilience, growth, ecological modernism through to culture, sustainable communities and sustainable consumption. Each chapter covers one key idea, and has been written by an expert in that field. This book makes key issues approachable, with each chapter containing: a definition of the key concept a history of how and why the issue has emerged a discussion of the advantages, drawbacks, main contributions and controversies associated with this issue case studies to demonstrate how it works in reality critical discussion of mainstream models of sustainability and the reason why they don't work introduction of beyond-the-convention alternatives, including circular economy and cradle to cradle approaches This is the ideal book for students and anyone interested in understanding the key issues within sustainability and how they interact.

Social finance and social investment are not challenging concepts to grasp. They use commercial-style investment tools to create a social as well as a financial return. The application, however, is not always as straightforward. This book begins in the wider field of social finance but focuses primarily on social investment as a tool. The reader is helped to understand this from different angles: introducing social investment, discussing social investment and taking a "deep-dive" into it to bring it to life. This unique book takes the reader on a journey from first principles to detailed practical application. This book examines the policy context and asks why social investment has only recently become so popular, when in reality this is a very old concept. This is linked to the agenda of making charities more "business-like", set against the changing face of investment, as charities can no longer rely on donations and grants as guaranteed income. The work they do is more important than ever and social investment, used with care, offers a new opportunity that is further explored in this text. Mark Salway, Paul Palmer, Peter Grant and Jim Clifford will help readers understand how a small amount of borrowing, or a different business model focused away from grants and donations, could be transformational for the non-profit sector.