This chapter explores the complex interaction between globalization and sustainability and proposes an approach for sustainable globalization. Three dimensions of sustainability, namely environment, economy, and society, are taken into account. Firstly, interaction among globalization and environment is discussed. This interaction is characterized by analyzing the effects of globalization on energy and resources consumption, greenhouse gases emission, and local pollution. Then, the relationship between the existing green growth economic model and sustainability is examined in the context of globalization. Alternatives to the green growth model are also explored. Furthermore, implication of globalization on social sustainability is investigated by considering quality of life, urbanization, and equality. Existing knowledge gaps are discussed, and finally, an approach to sustainable globalization is presented based on holistic interactions among environment, economy, and society.
"This book explores how education can be used as a tool to promote sustainability practices as the world faces huge challenges related to climate change and public health. The chapters consider all types of literacy approaches that fall under the umbrella of Education for Sustainable Development (ESD). These approaches include scientific literacy, ecological literacy, health literacy, education on climate change and climate resilience, environmental education and others linking education, global health, and the environment more broadly. "Education" is used in the widest sense to incorporate non-formal, informal and formal/school settings. This volume will help to bring these interconnected areas together and interrogate their research methods, assumptions, field-based application and their policy potential. Taking a critical approach to ESD, the book suggests new pedagogies, tools, and technologies to strengthen the way we educate about sustainability issues and go beyond the current thinking about ESD. The book includes a foreword by Jeffrey Sachs, Director of the Center for Sustainable Development at Columbia University, USA."--
First James Lovelock, and recently Prince William and David Attenborough believe that we have reached a tipping point in the process of climate change. Whether they are right or not, it is certainly true that the impact of humankind upon the ecology of the earth has reached a point where real changes in human behaviour are required. If managers are to be enablers of planetary survival then we need to develop a new approach to risk, which explicitly includes ecological limits upon economic behaviour. This implies a fundamental reorientation of their role in allocating resources to minimise risk and maximise reward. This book brings together some of the brightest contemporary thinkers on leadership, complexity and sustainability to consider the big ideas that we will need to make the changes required, and to outline the major themes that can inform a new approach to constructing a green world. It looks at how to ensure that local models of sustainability are able to flourish in the context of global networks and presents specific case studies of markets and organisations that offer insights into the development integrated solutions and the leadership lessons we can learn. Combining both theory and practice, this book serves to guide business managers and provides deeper insight and critical perspectives on some of the key issues facing leaders moving towards the green economy. It also provides useful supplementary reading for students in business and environmental studies.
This landmark collection of essays by Third World activists highlights two major world changes which, they argue, have been neglected by Freire and his many followers: the Third World grass-roots cultural resistance to economic globalization, and the ecological crisis. One source of the activist-authors' criticisms of Freire's pedagogy is rooted in their attempts to combine consciousness raising with literacy programs in such diverse cultural settings as Bolivia, Peru, India, Southern Mexico, and Cambodia, where they discovered that Freire's pedagogy is based on western assumptions that undermine indigenous knowledge systems. Equally important, these authors make the case in various ways that a major limitation with Freire's ideas, and which is reproduced in the writings of his followers, is that he did not recognize the cultural implications of the world's ecological crisis. Several essays in the collection focus directly on how the cultural assumptions Freire took for granted were also the assumptions that gave conceptual and moral legitimacy to the Industrial Revolution--and continue to be the basis of the thinking behind economic globalization. The essays also explain why cultural diversity is essential to the preservation of biological diversity, and how intergenerational knowledge and patterns of mutual aid within different cultures provide alternatives to a consumer dependent lifestyle. In his Afterword, C.A. Bowers addresses the need to adopt a more ecological way of thinking--one that recognizes the many ways the individual is nested in the interdependent networks of culture and how diverse cultures are nested in natural systems. It also stresses that one of the tasks of educators is to help students recognize the patterns and relationships of everyday life, and to assess them in terms of their contribution to less consumer dependent relationships and activities. As the essays in this volume affirm, this involves facilitating students' awareness of differences between cultures, the impact of consumerism on ecosystems, and the connections between hyper-consumerism and environmental racism and the colonizing relationship of the South by the North. Re-Thinking Freire: Globalization and the Environmental Crisis is a major contribution to this critical endeavor.
EPUB and EPDF available Open Access under CC-BY-NC-ND licence. This original volume brings together academics and activists from Europe to think creatively about the social and environmental imbalances of global production and how to reform the current economic system.
Technology, Globalization, and Sustainable Development offers a unified, transdisciplinary approach for transforming the industrial state in order to promote sustainable development. The authors present a deep analysis of the ways that industrial states – both developed and developing – are currently unsustainable and how economic and social welfare are related to the environment, to public health and safety, and to earning capacity and meaningful and rewarding employment. The authors offer multipurpose solutions to the sustainability challenge that integrate industrial development, employment, technology, environment, national and international law, trade, finance, and public and worker health and safety. The authors present a compelling wake-up call that warns of the collision course set between the current paths of continued growth and inevitable unsustainability in the world today. Offering clear examples and real solutions, this textbook illustrates how the driving forces that are currently promoting unsustainability can be refocused and redesigned to reverse course and improve the state of the world. This book is essential reading for those teaching and studying sustainable development and the critical roles of the economy, employment, and the environment.
Economic growth and the creation of wealth have cut global poverty rates, yet vulnerability, inequality, exclusion and violence have escalated within and across societies throughout the world. Unsustainable patterns of economic production and consumption promote global warming, environmental degradation and an upsurge in natural disasters. Moreover, while we have strengthened international human rights frameworks over the past several decades, implementing and protecting these norms remains a challenge.These changes signal the emergence of a new global context for learning that has vital implications for education. Rethinking the purpose of education and the organization of learning has never been more urgent. This book is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world.
