As global warming advances, regions around the world are engaging in revolutionary sustainability planning - but with social equity as an afterthought. California is at the cutting edge of this movement, not only because its regulations actively reduce greenhouse gas emissions, but also because its pioneering environmental regulation, market innovation, and Left Coast politics show how to blend the "three Es" of sustainability--environment, economy, and equity. Planning Sustainable Cities and Regions is the first book to explain what this grand experiment tells us about the most just path moving forward for cities and regions across the globe. The book offers chapters about neighbourhoods, the economy, and poverty, using stories from practice to help solve puzzles posed by academic research. Based on the most recent demographic and economic trends, it overturns conventional ideas about how to build more livable places and vibrant economies that offer opportunity to all. This thought-provoking book provides a framework to deal with the new inequities created by the movement for more livable - and expensive - cities, so that our best plans for sustainability are promoting more equitable development as well. This book will appeal to students of urban studies, urban planning and sustainability as well as policymakers, planning practitioners, and sustainability advocates around the world.

Sustainable development is capturing the attention of planners, politicians and business leaders. Within the academic sphere its study is increasingly breaching disciplinary boundaries to become a focus of attention for natural and social scientists alike. But in studying such a key concept, it is vital that there is a clear definition of what it means, how it is applied on the ground, and the influence it exerts upon people's perceptions of change in the physical environment, economic activity and society. Exploring Sustainable Development is a major new text which provides a multifaceted introduction to key areas of study in this field, examining sustainability at the full range of spatial scales from the local to the global. Building on existing theory it demonstrates the unique contributions that thinking geographically about space, place and human-environment relationships can bring to the analysis of sustainable development. This book explores different interpretations of sustainable development in both theory and practice, in developed and developing countries, and in rural and urban areas. It pays particular attention to the local, national and international politics of implementation, the future of climate and energy, the role of business, and different conceptions of agricultural sustainability. This wide-ranging text is ideal for undergraduates and postgraduates in geography, environmental science, development studies, and related social and political sciences.

Geography, environment, sustainability, culture and education standing alone or in any combination, provide the ingredients for a variety of stews. They are all difficult to define and they generate endless debates for theoreticians and practitioners about their meaning and significance. The editors have divided the chapters that follow into two parts in an effort to unit these diverse disciplines. Part 1 is concerned with cultural foundations and curriculum issues related to geographical and environmental education for sustainability. Part 2 comprises a series of chapters presenting education for sustainability in the contexts of national cultures.

Through out the current period of educational change, Geography education has also changed. The innovations may be the starting point to affect conceptual change and paradigm shifts. Geography education assimilates and integrates knowledge, skills and scientific methodologies. The ten articles in this book illuminate a wide range of topics of interest to Geography education. In their article, Skarstein and Wolff discuss how the interplay between the environment, society and economy pillars of sustainability thinking play out on scales of time, space and multitude and how geography teachers can support the students’ understanding of sustainability. Yli-Panula et al. analysed used teaching and learning methods to find out good ones for promoting sustainability in geography. The same idea can be found in Duffin's and Perry’s article on Place-Based Ecology Education. In their article, Dür and Keller discuss the topics of quality of life, sustainability and global justice based on the goals of Education for Sustainable Development. Evaluation is an important part of learning. It is reviewed by Schauss and Sprenger regarding climate change education. The following two articles deal with students' views of landscapes worth conserving. In both studies, students expressed concern about the state of the environment. Yli-Panula et al. found that the Mexican students seldom considered their own activities in relation to the environment while Yli-Panula et al. stated that only some of the Finnish and Swedish students act as observers while others actively care for their environment. The remaining three articles deal with teaching methods and models. Benninghaus et al. present a benchmark method, which allows statements about the quality of the maps/diagrams in general. Álvarez-Otero and De Lázaro y Torres, on the other hand, describe their Technological Pedagogical Content Knowledge model. Kopnina and Saari discusses student assignments reflecting on the documentary film through critical pedagogy and ecopedagogy.

This collection of papers from Tourism Geographies emphasizes new and emerging research paradigms in the geographic study of tourism. The papers included in this collection follow one of two threads: explicitly supporting specific research frameworks, or implicitly presenting new and emerging theoretical perspectives through empirical research on the geographical topics. These begin with three overview papers from themes that emerged from recent annual meetings of the Association of American Geographers, including evolutionary economic geography (EEG), political ecology and community resilience. Each of these theoretical and conceptual frameworks is leading to new explorations and insights in a wide variety of geographical and social science research, including tourism studies. These are followed by a series of papers that extend our knowledge and thinking on a range of key geographical topics, including development and underdevelopment (by Saarinen & Rogerson), sustainable tourism planning (by Torres-Delgado & Saarinen), encounters with the natural environment (by Hill), and the geography of place names (by Light), as well as economic geography and new technologies and their applications to spatial behavior research. The papers in this special issue are especially relevant to tourism scholars, and very much represent the types of perspectives that Tourism Geographies seek to promote. This book was published as a special issue of Tourism Geographies.

This is a theoretical and practical guide on how to undertake and navigate advanced research in the arts, humanities and social sciences.

This book documents and disseminates experiences from a wide range of universities, across the five continents, which showcase how the principles of sustainable development may be incorporated as part of university programmes, and present transformatory projects and programmes, showing how sustainability can be implemented across disciplines. Sustainability in a higher education context is a fast growing field. Thousands of universities across the world have signed declarations or have committed themselves to integrate the principles of sustainable development in their activities: teaching, research and extension, and many more will follow.