Building on Paulo Freire's educational theory and critical pedagogy movements, this book provides a short and accessible introduction to ecopedagogy – Freirean environmental teaching and environmentalism overall. Ecopedagogy offers a political and educational vision that strives for a critical, culturally relevant forms of knowledge centred on sustainability for securing the future of our planet, ending all forms of oppression, and ensuring peace globally. Using examples from around the globe, Misiaszek shows how different populations (e.g., gender, race, ethnicity) are affected in unbalanced ways by ongoing environmental destruction and argues that these systematic socio-environmental inequalities are ignored in much of environmental teaching. He argues through reinventing Freire's work that environmental justice is inseparable to social justice and should be seen as part of wider debates around, for example, globalization, development, citizenship, racism, feminism, neo/colonialization, and linguistics. The book calls for global and local approaches to understanding socio-environmental issues beyond anthropocentric models (beyond humans) and epistemologies of the North (e.g., Western knowledges). Written for anyone with an interest in environmentalism this book offers news ways of thinking and teaching about environmental crises we are living through.

Provides new insights on the lasting impact of famed philosopher and educator Paulo Freire 50 years after the publication of his masterpiece, Pedagogy of the Oppressed, this book brings new perspectives on rethinking and reinventing Brazilian educator and philosopher Paulo Freire. Written by the most premier exponents and experts of Freirean scholarship, it explores the currency of Freire's contribution to social theory, educational reform, and democratic education. It also analyzes the intersections of Freire’s theories with other crucial social theorists such as Gramsci, Gandhi, Habermas, Dewey, Sen, etc. The Wiley Handbook of Paulo Freire studies the history and context of the man as a global public intellectual, moving from Brazil to the rest of the world and back. Each section offers insides on the epistemology of the global south initiated by Freire with his work in Latin America; the connections between class, gender, race, religion, the state and eco-pedagogy in the work of Freire; and the contributions he made to democratic education and educational reform. Presents original theory and analysis of Freire’s life and work Offers unique and comprehensive analysis of the reception and application of Paulo Freire in international education on all continents Provides a complete historical study of Freire’s contributions to education Systematically analyzes the impact of Freire in teachers training, higher education, and lifelong learning The Wiley Handbook of Paulo Freire is an ideal book for courses on international and comparative education, pedagogy, education policy, international development, and Latin America studies.

To stop the downward spiral of intensifying environmental violence that inevitably leads to social violence we, as humans, need to better understand what is at stake and to determine how to make changes at the root levels. Ecopedagogy is centered on understanding the struggles of and connections between human acts of environmental and social violence. Greg W. Misiaszek argues that ecopedagogies grounded in critical, Freirean pedagogies construct learning that leads to human actions geared towards increased social and environmental justice and planetary sustainability. Throughout the book he discusses the need for teaching, reading, and researching through problematizing the causes of socio-environmental violence, including oppressive processes of globalization and constructs of “development”, “economics”, and “citizenship”, to name a few, that emerge from socio-historical oppressions (e.g., colonialization, racism, patriarchy, neoliberalism, xenophobia, epistemicide) and dominance over the rest of nature. Misiaszek concludes with ecopedagogies' challenges within the current post-truth era and possibilities of reimagining UNESCO's Sustainable Development Goals (SDGs).

This Handbook explores the discourse within the field of educational leadership and management. It provides a clear analysis of the current field as well as older foundational ideas and newer concepts which are beginning to permeate the discussion. The field of educational leadership and management has long acknowledged that educational contexts include a variety of leaders beyond school principals and other school officials such as informal and middle level leaders. By looking at the knowledge dynamic rather than a static knowledge base , this Handbook allows research to be presented in its multidimensional, evolving reality.

This book provides a comprehensive overview of emerging challenges facing different social groups, policy-makers and the international community related to economic growth, social development and environmental change, social inclusion and regional development. The book undertakes a critical assessment of the tensions associated with the failures of mainstream regulatory approaches and impacts of social and economic policies whilst widening the discussion on the interface between the expansion of the socio-environmental demands, equity and justice. These are crucial challenges, of great importance today and of equal relevance to the Global North and South. The book explores one of the main contradictions of development, the simplification of assessments and narrow consideration of alternatives. Taking this dilemma as its departure point, it goes on to examine the justification, trends and limitations of Western-based development and possible alternatives to fundamentally modify the basis and the rationale of the development process. It considers theoretical and lived experiences of development, paying attention to multiple scales, local realities and economic frontiers. Contributing authors explore policy recommendations and discuss effective practical tools for determining the values different people hold for ecosystem services and territorial resources. They cover the monitoring of change in the provision of ecosystem services that might increase the well-being of vulnerable groups as well as strategies to promote innovation and integrated, equitable and sustainable development.

This book aims to contribute to the transdisciplinary study of the water-energy-food (WEF) nexus in cities and to help policy makers adopt a more integrated approach to natural resources management in urban environments to face the challenges and threats of climate change. This approach is based on a multidimensional scientific framework that seeks to understand the complex and non-linear interrelationships and interdependencies between water-energy-food under climate change and to generate solutions to reduce trade-offs among development goals and generate co-benefits that help encourage sustainable development and contribute to the achievement of SDGs, mainly SDG 11 (make cities and human settlements inclusive, safe, resilient and sustainable) and SDG 13 (take urgent action to combat climate change and its impacts). Governing the WEF nexus in cities is one of the greatest resource challenges of our time, as cities consume large amounts of WEF, but one that can also generate relevant alternatives with which to tackle climate change. To help fostering these alternatives, this book analyzes the governance, institutional and political economy factors that determine the effectiveness of the nexus approach and reviews the potential, the benefits and the policy implications of the adoption of the WEF nexus approach at the urban level. Through a series of hands-on cases, chapters in this book present the opportunities of the WEF nexus approach to achieve innovation and transformative change and discuss concrete areas of synergy and policy initiative to raise urban resilience. Water-Energy-Food Nexus and Climate Change in Cities will serve both as a guide for policy makers as well as a useful resource for students and researchers in fields such as urban studies, public health, environmental sciences, energy studies and public policy interested in learning how cities can represent possibilities to navigate and manage sustainability from local to global.

Contains more that 300,000 records covering sociology, social work, and other social sciences. Covers 1963 to the present. Updated six times per year.

Drawing on studies in environmental and sustainability education, this book brings together new work that has explored the research-policy interface in varied contexts and from diverse perspectives.It will be beneficial to those interested in understanding the interface between research and policy. The relationship between research and policy has become an increasing focus for theoretical inquiry, empirical investigation, and practical development across many different fields. This volume highlights new empirical insights, theoretical ideas, practical examples, and methodological approaches for understanding, navigating, and developing more productive research-policy relationships. This book will be beneficial to anyone who is interested in understanding the interface between research and policy. The chapters in this book were originally published in the journal Environmental Education Research.

This Handbook illustrates that universities per se and higher education in general are essential to catalyze and action the transformative change needed for sustainability and delivery of the Sustainable Development Goals. Part One shows how sustainability can be adopted as a driver of change within higher education institutions (HEIs), as they react and respond to influencing factors outside the academy. Part Two examines how a university working with and for sustainability can influence, effect and amplify change beyond the institution, working with and through others. International contributors explore regional, national and international perspectives, presenting a variety of critically assessed accounts case studies that reflect different local and national contexts, institutional archetypes and academic missions. Frameworks of sustainability-led transformation are illustrated at the level of the institution (executive/administrative), organization, culture, place-based (anchor) and student in various countries including Aruba, Belgium, Brazil, Canada, Hong Kong, Japan, Lebanon, Nepal, New Zealand, Nigeria, South Africa, Spain, Uganda, United Kingdom and the United States of America. The book concludes with a manifesto for change and a call to action. It identifies that the sustainability journey of a HEI is influenced by context and place, with mission, leadership and strategy playing a vital role and change agency by students a key ingredient. Recognizing the patience and resolve to effect change, communication, dialogue and inclusion were central to community building and partnership.