This book reflects the considerable appeal of the Anthropocene and the way it stimulates new discussions and ideas for reimagining sustainability and its place in education in these precarious times. The authors explore these new imaginings for sustainability using varying theoretical perspectives in order to consider innovative ways of engaging with concepts that are now influencing the field of sustainability and education. Through their theoretical analysis, research and field work, the authors explore novel approaches to designing sustainability and sustainability education. These approaches, although diverse in focus, all highlight the complex interdependencies of the human and more-than-human world, and by unpacking binaries such as human/nature, nature/culture, subject/object and de-centring the human expose the complexities of an entangled human-nature relation that are shaping our understanding of sustainability. These messy relations challenge the well-versed mantras of anthropocentric exceptionalism in sustainability and sustainability education and offer new questions rather than answers for researchers, educators, and practitioners to explore. As working with new theoretical lenses is not always easy, this book also highlights the authors’ methods for approaching these ideas and imaginings.

The Routledge Handbook for Global South Studies on Subjectivities provides a series of exemplary studies conjoining perspectives from Asian, African, and Latin American Studies on subjectivity in the Global South as a central category of social and cultural analysis. The contestation of the Northern myth of the autonomous subject—the dispositive that contests subject formation in the South by describing it as fragmented, incomplete, delayed or simply deviant, has been a cornerstone of theory production from the South over the years. This volume’s contributions offer an interdisciplinary and transarea dialogue, reframing issues of selfhood and alterity, of personhood, of the human, of the commons and contesting the North’s presumption in determining what kind of subjectivities abide by its norms, whose voices are heard, who is recognised as a subject, and, by extension, whose lives matter. In the context of the shifting dynamics of today’s manifold crises, they raise questions regarding how subjectivities act on or resist such forms of contestation, contingency, and indeterminacy. A major contribution to the growing body of scholarship on the Global South, this handbook will be an essential resource for students, scholars, researchers and instructors in literature, media and culture studies, sociology, anthropology, philosophy, law, politics, visual arts and art history.

This book challenges the notion that nature is a city’s opposite and addresses the often-overlooked concept of urban nature and how it relates to children’s experiences of environmental education. The idea of nature-deficit, as well as concerns that children in cities lack for experiences of nature, speaks to the anxieties that underpin urban living and a lack of natural experiences. The contributors to this volume provide insights into a more complex understanding of urban nature and of children’s experiences of urban nature. What is learned if nature is not somewhere else but right here, wherever we are? What does it mean for children’s environmental learning if nature is a relationship and not an entity? How can such a relational understanding of urban nature and childhood support more sustainable and more inclusive urban living? In raising challenging questions about childhoods and urban nature, this book will stimulate much needed discussion to provoke new imaginings for researchers in environmental education, childhood studies, and urban studies. This book was originally published as a special issue of Environmental Education Research.

This book elaborates the need, in a rapidly urbanizing world, for recognition of the ecological communities we inhabit in cities and for the development of an ethics for all entities (human and non-human) in this context. Children and their entangled relations with the human and more-than-human world are located centrally to the research on cities in Bolivia and Kazakhstan, which investigates the future challenges of the Anthropocene. The author explores these relations by employing techniques of intra-action, diffraction and onto-ethnography in order to reveal the complexities of children’s lives. These tools are supported by a theoretical framing that draws on posthumanist and new materialist literature. Through rich and complex stories of space-time-mattering in cities, this work connects children’s voices with a host of others to address the question of what it means to be a child in the Anthropocene.

This book suggests how the internationalisation of teaching and learning for sustainability can be a vehicle for a two-way flow of knowledge across national, cultural and theoretical boundaries. Establishing links between the internationalisation of education and the ideal of global sustainability, the author presents innovative alternative solutions to address the pressing social, environmental and ethical problems of our age, a global priority demanding an educational response. By engaging with the Hindi concept of tri-vid, the three-in-one unification of knowledge, the author reassesses the very nature of knowledge through the intellectual agency of both students and educators. Once opportunities for alternatives not available in dominant Western knowledge traditions are recognised, the development of an innovative alternative perspective becomes possible. This pioneering book will be of interest to students and scholars of international education, sustainability education and globalisation.

The implementation of sustainability initiatives on campuses is an essential component of promoting sustainability in the higher education context. In addition to reflecting an awareness of environmental issues, campus programmes demonstrate how seriously universities take sustainability at the institutional level. There is a lack of truly interdisciplinary publications that comprehensively address the issue of campus greening, and there is an even greater need for publications that do so at a truly international level. This book meets these needs. It is one of the outcomes of the “Second Symposium on Sustainability in University Campuses” (SSUC-2018), which was jointly organised by the University of Florence (Italy), Manchester Metropolitan University (UK), the Research and Transfer Centre “Sustainable Development and Climate Change Management” and the “European School of Sustainability Science and Research” at the Hamburg University of Applied Sciences (Germany), in cooperation with the Inter-University Sustainable Development Research Programme (IUSDRP). The book showcases examples of campus-based research and teaching projects, regenerative campus design, low-carbon and zero-carbon buildings, waste prevention, and resilient transport, among others. Ultimately, it demonstrates the role of campuses as platforms for transformative social learning and research, and explores the means by which university campuses can be made more sustainable. The aims of this publication are as follows: • to provide universities with essential information on campus greening and sustainable campus development initiatives from around the world; • to share ideas and lessons learned in the course of research, teaching and projects on campus greening and design, especially successful initiatives and good practice; and • to introduce methodological approaches and projects intended to integrate the topic of sustainable development in campus design and operations. This book gathers contributions from researchers and practitioners in the field of campus greening and sustainable development in the widest sense, from business and economics, to the arts, administration and the environment, and hailing from Europe, Latin America, North America and Asia.

Industrialisation has brought great benefits to humankind but now, after 200 years of fossil fuel use, land clearance and pollution, the planet’s boundaries are being stretched to their limits. Going beyond these confines would have severe consequences for humankind. To prevent this from happening, government, corporate and community initiatives must focus on reducing the environmental impact of approximately 400 million small and medium-sized enterprises (SMEs), given that they produce approximately 70% of the world’s pollution, 60% of carbon emissions and have a significant impact on land. To date, research shows that SMEs have been environmental laggards and more needs to be understood to improve sustainability in the SME sector. Broadening the researcher’s methodological focus, beyond traditional singular approaches, improves knowledge generation and better informs policy and practice. This book paves the way by showing the reader that a mixed method research design is able to provide a deep, diverse and holistic understanding of sustainability and SMEs. Importantly, the book also provides an in-depth mapping of mixed method sustainability and SME research at a regional level. As this book is about environmental sustainability framed in a business context, it will be of interest to researchers, academics, students and those in industry who are enquiring about the environmental sustainability of SMEs.

This book captures the now burgeoning research field of early childhood education for sustainability (ECEfS) and comprises insights from an ever-widening and diverse pool of researchers, who are promoting, engaging, and explaining the latest ECEfS research in the light of local, national, and United Nations global policy directives. With the increasing urgency of global climate disruptions, resource depletions, and biodiversity losses alongside greater human dislocation, the international scope of research and theory in this book provides a comprehensive guide to the role of sustainability in early childhood education, at a time when it is needed more than ever. Elliott, Ärlemalm-Hagsér, and Davis have brought together a collection of studies that offer new insights and approaches to ECEfS which challenge dominant narratives surrounding early childhood education and sustainability, including topics such as: how diverse worldviews and cultures challenge perceptions of sustainability; how bold national early education policies and urgent shifts in teacher education are imperative for driving transformative practices; and, how ECEfS curriculum and pedagogy can be incorporated successfully into early years settings. This book will both inspire researchers and more deeply enable early years’ educators to practise sustainability with children, and so will be of great interest to scholars, lecturers, and researchers, as well as undergraduate and postgraduate students, across the increasingly intersecting fields of sustainability and early childhood education.

‘New materialisms’ refers to a broad, contemporary, and significant movement of thought across the social sciences and cultural studies which attempts to (re)turn to, renew, or create alternative philosophies of matter. Such philosophies spring from multiple sources but are in general an attempt to bring the indissolubility of the social and environmental more forcefully into our analytical frames and modes of inquiry and tackle a perceived over-reliance on discourse and language in the so-called post-modern era of philosophy and social science. This movement in thought is underlaid by, and meets up with, the climate and biodiversity crises and the nature of the human condition (and modes of learning or becoming), within the field of environmental education. This volume brings together academics working at differing intersections of environmental education and new materialisms, highlighting tensions, knots, and lines of flight across and for research, practice, and theory. As such this collection draws on multiple interpretations and streams of thought within new materialisms and demonstrates their significance for those engaging with environmental education policy, practice and research. This book was originally published as a special issue of the journal Environmental Education Research.

This book examines the logic of ‘faster, higher, and stronger’ and the technoscientific revolution that has driven tremendous growth in the sports economy and in sport performance over the last 100 years. It asks whether this logic needs revisiting in the light of the climate crisis and sport’s environmental responsibilities. Drawing on multi-disciplinary work in sport history, sport pedagogy, sport philosophy, sport science, and environmental history, the book considers not only how sportification may have contributed to the growing environmental impact of sport but also whether it might be used as a tool of positive social change. It reflects on the ways that sport sets performance limits for other ethical reasons, such as doping controls, and asks whether sport could or should set limits for environmental reasons too. Sport, Performance and Sustainability touches on key themes in sport studies, including digitisation, activism, social media, empowerment, youth sport, and physical education. This is fascinating reading for anybody with an interest in sport, the environment, development, sociology, or culture. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution 4.0 license.