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The industrial agrifood system is in crisis regarding its negative ecological, economic, and social externalities: it is unsustainable on all dimensions. This book documents and engages competing visions and contested discourses of agrifood sustainability. Using an incremental/reformist to transformation/radical continuum framework for alternative agrifood movements, this book identifies tensions between competing discourses that stress food sovereignty, social justice, and fair trade and those that emphasize food security, efficiency and free trade. In particular, it highlights the role that governance processes play in sustainability transitions and the ways that power and politics affect sustainability visions and discourses. The book includes chapters that review sustainability discourses at the macro and meso levels, as well as case studies from Africa, Australia, Canada, Europe, South America and the USA.
This book examines the arguments made by political actors in the creation of antagonistic discourses on climate change. Using in-depth empirical research from Sweden, a country considered by the international political community to be a frontrunner in tackling climate change, it draws out lessons that contribute to the worldwide environmental debate. The book identifies and analyses four globally circulated discourses that call for very different action to be taken to achieve sustainability: Industrial fatalism, Green Keynesianism, Eco-socialism and Climate scepticism. Drawing on risk society and post-political theory, it elaborates concepts such as industrial modern masculinity and ecomodern utopia, exploring how it is possible to reconcile apocalyptic framing to the dominant discourse of political conservatism. This highly original and detailed study focuses on opinion leaders and the way discourses are framed in the climate change debate, making it valuable reading for students and scholars of environmental communication and media, global environmental policy, energy research and sustainability.
This book is the first to provide students with critical understandings of the environment using a range of theoretical perspectives inspired from Michel Foucault.
This book employs a Critical Discourse Studies (CDS) framework to examine cycling mobility, marking a new turn in ecolinguistic discourse analysis. The author focuses specifically on environment-related arguments concerning the promotion of higher levels of cycling, mainly as a means of transport, and investigates the “US vs. “THEM” narratives present in many discourses about road users. Analysing newspaper articles, institutional documents and spoken interviews, the author searches for a positive new discourse that would inspire and encourage cycling as a habitual means of transport, rather than simply exposing ecologically destructive discourse. The book will be of interest to scholars of discourse and ecolinguistics, as well as contributing to the lively debate about how to increase cycling in fields such as sustainability, sociology, transport planning and management.
Environmental activists and academics alike are realizing that a sustainable society must be a just one. Environmental degradation is almost always linked to questions of human equality and quality of life. Throughout the world, those segments of the population that have the least political power and are the most marginalized are selectively victimized by environmental crises. This book argues that social and environmental justice within and between nations should be an integral part of the policies and agreements that promote sustainable development. The book addresses the links between environmental quality and human equality and between sustainability and environmental justice.
This book examines the push and pull of factors contributing to and constraining conversion of STEM (science, technology, engineering and math) education programs into STEAM (science, technology, engineering, math and arts) education programs. The chapters in this book offer thought-provoking examples, theory, and suggestions about the advantages, methods and challenges involved in making STEM to STEAM conversions, at levels ranging from K12 through graduate university programs. A large driving force for STEM-to-STEAM conversions is the emerging awareness that the scientific workforce finds itself less than ideally prepared when engaging with so-called ‘wicked problems’ – the complex suite of emerging, multifaceted issues such as global climate change, social injustice, and pandemic diseases. Dealing with these issues requires cross-disciplinary expertise and the ability to insert technical and scientific understanding effectively into areas of public planning and policy. The different models and possibilities for STEAM, as the next phase of the STEM revolution, laid out in this book will promote research and further our understanding of STEAM as a forward-thinking approach to education. Gillian Roehrig, STEM Education, University of Minnesota, USA The ideal teacher sees opportunities for integrating ideas from multiple disciplines into every lesson. This book offers many worthwhile suggestions on how to do that deliberately and systematically George DeBoer, Project 2061 of the American Association for the Advancement of Science, USA For the last several years, calls for expanding STEM education have grown, but so too have concerns about technocratic approaches to STEM. This volume challenges the community to consider broader views on STEM by focusing on the place of arts education within this movement. The chapters offer much needed, new perspectives on the (re)integration of the arts and sciences Troy Sadler, School of Education, University of North Carolina, USA
The Politics of Sustainability in the Arctic argues that sustainability is a political concept because it defines and shapes competing visions of the future. In current Arctic affairs, prominent stakeholders agree that development needs to be sustainable, but there is no agreement over what it is that needs to be sustained. In original conservationist discourse, the environment was the sole referent object of sustainability; however, as sustainability discourses have expanded, the concept has been linked to an increasing number of referent objects, such as society, economy, culture, and identity. This book sets out a theoretical framework for understanding and analysing sustainability as a political concept, and provides a comprehensive empirical investigation of Arctic sustainability discourses. Presenting a range of case studies from Greenland, Norway, Canada, Russia, Iceland, and Alaska, the chapters in this volume analyse the concept of sustainability and how actors are employing and contesting this concept in specific regions within the Arctic. In doing so, the book demonstrates how sustainability is being given new meanings in the postcolonial Arctic and what the political implications are for postcoloniality, nature, and development more broadly. Beyond those interested in the Arctic, this book will also be of great value to students and scholars of sustainability, sustainable development, and identity and environmental politics.
John Dryzek provides an accessible introduction to thinking about the environment by looking at the way people use language on environmental issues. He analyses the main discourses from the last 30 years and those likely to be influential in future.
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).
In recent years, ‘environmental collapse’ has become an important way of framing and imagining environmental change and destruction, referencing issues such as climate change, species extinction and deteriorating ecosystems. Given its pervasiveness across disciplines and spheres, this edited volume articulates environmental collapse as a discursive phenomenon worthy of sustained critical attention. Building upon contemporary conversations in the fields of archaeology and the natural sciences, this volume coalesces, explores and critically evaluates the diverse array of literatures and imaginaries that constitute environmental collapse. The volume is divided into three sections— Doc- Collapse, Pop Collapse and Craft Collapse —that independently explore distinct modes of representing, and implicit attitudes toward, environmental collapse from the lenses of diverse fields of study including climate science and policy, cinema and photo journalism. Bringing together a broad range of topics and authors, this volume will be of great interest to scholars of environmental communication and environmental humanities.