The proliferation of pipelines to transport oil and natural gas represents a major area of contestation in the landscape of energy development. Battles over energy pipelines pit private landowners, local community representatives, and environmentalists against energy corporations and industry supporters, sometimes drawing opposition and attention from well beyond the impacted regions, as in the case of the Standing Rock/Dakota Access Pipeline. Stakeholders must navigate complex government regulatory processes, interpret technical and scientific reports, and endure lengthy and expensive court battles. As with other forms of environmental injustice, the contentious construction of pipelines often disproportionately impacts communities of lower economic development, people of color, and indigenous peoples; pipelines also pose potential short and long-term health and safety threats. With the expansion of energy pipelines carrying fracked oil and gas across the United States and abroad, the moment is ripe for teaching about pipeline projects and engaging students and community members in learning about methods for mobilization. Our volume examines pedagogical opportunities, challenges, and interventions that campus-community engagement, and other kinds of community engagement, produce in relation to infrastructuring in the form of pipeline development.

This book reconnects energy research with the radical, reflexive, and transformative approaches of Environmental Justice. Global patterns of energy production and use are disrupting the ecosystems that sustain all life, disproportionately affecting marginalized groups. Addressing such injustices, this book examines how energy relates to structural issues of exploitation, racism, colonialism, extractivism, the commodification of work, and the systemic devaluing of diverse ‘others.’ The result is a new agenda for critical energy research that builds on a growing global movement of environmental justice activism and scholarship. Throughout the book the author reframes ‘transitions’ as collaborative projects of justice that demand structural change and societal shifts to more equitable and reciprocal ways of living. This book will be an invaluable resource for students, scholars, and practitioners interested in transforming energy systems and working collectively to build just planetary futures.

Over the past several decades, writers such as Margaret Atwood, Paolo Bacigalupi, Octavia E. Butler, and Kathy Jetn̄il-Kijiner have explored climate change through literature, reflecting current anxieties about humans' impact on the planet. Emphasizing the importance of interdisciplinarity, this volume embraces literature as a means to cultivate students' understanding of the ongoing climate crisis, ethics in times of disaster, and the intrinsic intersectionality of environmental issues. Contributors discuss speculative climate futures, the Anthropocene, postcolonialism, climate anxiety, and the usefulness of storytelling in engaging with catastrophe. The essays offer approaches to teaching interdisciplinary and cross-listed courses, including strategies for team-teaching across disciplines and for building connections between humanities majors and STEM majors. The volume concludes with essays that explore ways to address grief and to contemplate a hopeful future in the face of apocalyptic predictions.

The proliferation of pipelines to transport oil and natural gas represents a major area of contestation in the landscape of energy development. Battles over energy pipelines pit private landowners, local community representatives, and environmentalists against energy corporations and industry supporters, sometimes drawing opposition and attention from well beyond the impacted regions, as in the case of the Standing Rock/Dakota Access Pipeline. Stakeholders must navigate complex government regulatory processes, interpret technical and scientific reports, and endure lengthy and expensive court battles. As with other forms of environmental injustice, the contentious construction of pipelines often disproportionately impacts communities of lower economic development, people of color, and indigenous peoples; pipelines also pose potential short and long-term health and safety threats. With the expansion of energy pipelines carrying fracked oil and gas across the United States and abroad, the moment is ripe for teaching about pipeline projects and engaging students and community members in learning about methods for mobilization. Our volume examines pedagogical opportunities, challenges, and interventions that campus-community engagement, and other kinds of community engagement, produce in relation to infrastructuring in the form of pipeline development.

Exploring Instagram’s public pedagogy at scale, this book uses innovative digital methods to trace and analyze how publics reinforce and resist settler colonialism as they engage with the Trans Mountain pipeline controversy online. The book traces opposition to the Trans Mountain pipeline in so-called Canada, where overlapping networks of concerned citizens, Indigenous land protectors, and environmental activists have used Instagram to document pipeline construction, policing, and land degradation; teach using infographics; and express solidarity through artwork and re-shared posts. These expressions constitute a form of “public pedagogy,” where social media takes on an educative force, influencing publics whether or not they set foot in the classroom.

In this collection, Timothy Doyle and Melissa Risely bring together an international group of environmentalists, political scientists, and international relations scholars to address key issues vital to determining the human and environmental security of the Indian Ocean Region. Addressing topics that include agrifood production systems, the geopolitics of water resources along the Mekong River basin, oil production, transportation, waste disposal, and climate change, the contributors highlight the importance of regional collaboration and offer policy and management strategies for cooperative, multinational problem solving.

This volume explores the application of human rights to higher education through a critical lens. Combining theoretical and applied perspectives, it asks what a human rights framework grounded in liberation and justice can offer to ways of working and teaching practices in higher education. Human rights, in this edited compilation, call for continuous critical engagements around the higher education transformation project. The book recognizes human rights simultaneously as law, values, and emancipatory vision. It showcases global north and global south perspectives and encourages a dialogue between the human rights approach and other approaches to higher education transformation, such as decolonialization, anti-racism, diversity and inclusion, and intersectionality. Individual chapters featuring a range of case studies written from global south and north perspectives critically examine higher education practices linked with human rights, ranging from curricular practices to student activism and community partnerships. The critical space of the university and its role in the transformation of society is therefore viewed in multi-dimensional ways. Underlining the value of applying human rights as a framework in understanding and designing higher education transformation, the book will be of great interest to scholars, researchers, and post-graduate students in the fields of the sociology of education, human rights education, higher education, and social justice education

This book gives a special emphasis to state-of-the-art descriptions of approaches, methods, initiatives, and projects from universities, stakeholders, organizations, and civil society across the world, regarding cross-cutting issues in sustainable development. There is a perceived need for mobilizing the various stakeholders when attempting to promote sustainability in higher education and to promote best practices, which may inspire further initiatives. But despite this need, there are a few publications handling this matter in a coherent way. In order to meet the pressing need for publications which may document and disseminate examples of best practice on sustainable development at university level, the “Handbook of Best Practices in Sustainable Development at University Level” is being published. This book is produced by the European School of Sustainability Science and Research (ESSSR), through the Inter-University Sustainable Development Research Programme (IUSDRP) and contains inputs from authors across all geographical regions. The book also discusses examples of initiatives coordinated by universities but involving civil society, the private sector, and public sector (including local, national, and intergovernmental bodies). In particular, it describes practical experiences, partnerships, networks, and training schemes for building capacity aimed at fostering the cause of sustainable development at institutions of higher education. Thanks to its design and the contributions by experts from various areas, it provides a welcome contribution to the literature on sustainable development, and it may inspire further works in this field.

Catalog of reports, decisions and opinions, testimonies and speeches.

The feeling of optimism that followed the COP 21 Paris Conference on Climate Change requires concrete action and steadfast commitment to a process that raises a number of crucial challenges: technological, political, social, and economic. As climate change worsens, new robust leadership is imperative. The EU, US and China Tackling Climate Change examines why a close collaboration between the EU and China may result in the necessary impetus to solidify a vision and a roadmap for our common future in the Anthropocene. Kalantzakos introduces a novel perspective and narrative on climate action leadership through an analysis of international relations. She argues that a close EU-China collaboration, which does not carry the baggage of an imbedded competition for supremacy, may best help the global community move towards a low carbon future and navigate the new challenges of the Anthropocene. Overall, Kalantzakos demonstrates how Europe and China, already strategic partners, can exercise global leadership in an area of crucial common interest through their web of relations, substantial development aid, and the use of soft power tools throughout the developing world. This book will be of great interest to students and scholars of environmental politics, international relations, climate change and energy law and policy.