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This timely Handbook offers a comprehensive outlook on global environmental politics, providing readers with an up-to-date view of a field of ever increasing academic and public significance. Its critical perspective interrogates what is taken for granted in current institutions and social and power relations, highlighting the issues preventing meaningful change in the relationship between human societies and their biophysical underpinnings. This title contains one or more Open Access chapters.
The aim of this book is to review central concepts in the study of environmental politics and to open up new questions, problems, and research agendas in the field. The volume does so by drawing on a wide range of approaches from critical theory to poststructuralism, and spanning disciplines including international relations, geography, sociology, history, philosophy, anthropology, and political science. The 28 chapters cover a range of global and local studies, illustrations and cases. These range from the Cochabamba conference in Bolivia to climate camps in the UK; UN summits in Rio de Janeiro and Johannesburg to climate migrants from Pacific islands; forests in Indonesia to Dutch energy governance reform; indigenous communities in Namibia to oil extraction in the Niger Delta; survivalist militias in the USA to Maasai tribesmen in Kenya. Rather than following a regional or issue-based (e.g. water, forests, pollution, etc) structure, the volume is organised in terms of key concepts in the field, including those which have been central to the social sciences for a long time (such as citizenship, commodification, consumption, feminism, justice, movements, science, security, the state, summits, and technology); those which have been at the heart of environmental politics for many years (including biodiversity, climate change, conservation, eco-centrism, limits, localism, resources, sacrifice, and sustainability); and many which have been introduced to these literatures and debates more recently (biopolitics, governance, governmentality, hybridity, posthumanism, risk, and vulnerability). Features and benefits of the book: Explains the most important concepts and theories in environmental politics. Reviews the core ideas behind crucial debates in environmental politics. Highlights the key thinkers – both classic and contemporary – for studying environmental politics. Provides original perspectives on the critical potential of the concepts for future research agendas as well as for the practice of environmental politics. Each chapter is written by leading international authors in their field. This exciting new volume will be essential textbook reading for all students of environmental politics, as well as provocatively presenting the field in a different light for more established researchers.
Archival snapshot of entire looseleaf Code of Massachusetts Regulations held by the Social Law Library of Massachusetts as of January 2016.
The effectiveness of Education for Sustainable Development depends on the ability of schools and teachers to embrace pedagogies that reduce the gap between the rhetoric of education for the environment and the reality of classroom practices. This book responds to the need to better understand the nature of the relationships between agency and structure that contribute to the development of educational rhetoric-reality gaps in order to inform processes that most effectively facilitate pedagogical change. This book explores the issues of pedagogical change through the experiences of Australian primary school teachers faced with the challenge of implementing an environmental education program in which young students were positioned as active participants in the social processes from which environmentally sustainable practices could be developed. These teachers were required to adopt pedagogies that often represented the antithesis of their well-established teacher-directed approaches. Through the use of Anthony Giddens’ Theory of Structuration this book provides unique perspectives of the teacher mediated manner in which certain elements of structure and agency interrelate to enable and constrain classroom practices—essential understandings for school principals and educational policy developers who aim to effectively implement pedagogical change. This book also demonstrates that the Theory of Structuration provides a valuable ontological research framework, and provides social researchers with practical guidance for how to relate this theory to specific research issues.