Rural communities, often the first indicators of economic downturns, play an important role in planning for development and sustainability. Increasingly, these communities are compelled to reimagine the paths that lead not only to economic success, but also to the cultural, social, environmental, and institutional pillars of sustainability. As the contributors to this volume demonstrate, there are many examples of such innovation and creativity, and many communities that seek out new ways to build the collaboration, capacity, and autonomy necessary to survive and flourish. Contributors: Don Alexander, Kirstine Baccar, Michael Barr, Mary A. Beckie, Moira J. Calder, Meredith Carter, Yolande E. Chan, Sean Connelly, Jon Corbett, Anthony Davis, Jeff A. Dixon, David J.A. Douglas, Roger Epp, Kelly Green, Lars K. Hallström, Greg Halseth, Casey Hamilton, Karen Houle, Glen T. Hvenegaard, Melanie Irvine, Bernie Jones, Robert Keenan, Rhonda Koster, Ryan Lane, Sean Markey, Shelly McMann, L. Jane McMillan, Morgan E. Moffitt, Karen Morrison, Karsten Mündel, Craig Pollett, Kerry Prosper, Mark Roseland, Laura Ryser, Claire Sanders, Jennifer Sumner, Kelly Vodden, Marc von der Gonna, Shayne Wright.

"In step with rural development initiatives across Canada today, these fourteen case studies examine the shift toward sustainability-based planning as a key element of community development. Further, they explore the growth of partnerships between communities and post-secondary institutions, which extend beyond research and education into community development practices, capacity building, and participatory action research. Rural development researchers, decision makers and elected officials at all levels of government, political scientists and policy analysts, and community engagement practitioners will benefit from Sustainability Planning and Collaboration in Rural Canada's ideal, rational progression--which mirrors the policy process itself--from problem identification to engagement, solutions, and evaluation."--

This collection challenges misconceptions that rural Canada is a bastion of intolerance. While examining the extent and nature of contemporary cultural and religious discrimination in rural Canadian communities, the editors and contributors explore the many efforts by rural citizens, community groups, and municipalities to counter intolerance, build inclusive communities, and become better neighbours. Throughout, scholars and community leaders focus on building new understandings, language, and ways of thinking about diversity and inclusion that will resonate with rural people. Scholars of rural studies will find this book useful as will rural community leaders and community organizers. Contributors: Clark Banack, Ray Bollman, Claudine Bonner, Corina Borri-Anadon, Jen Budney, Michael Corbett, Roger Epp, Murray Fulton, Stacey Haugen, Phil Henderson, Sivane Hirsch, Michelle Lam, Coleen Lynch, Aasa Marshall, Darcy Overland, Trista Pewapisconias, Dionne Pohler, Samuel Reimer, Jennifer Tinkham, Kyle White

In this collection, researchers analyze rural societies, economies, and governance in North America, Europe, Africa, and Asia through the lens of rights and citizenship, across such varied domains as education, employment, and health. The provocative concept of a “right to be rural” illuminates not only the challenges faced by rural communities worldwide, but also underappreciated facets of community resilience in the face of these challenges. The book’s central question—“is there a right to be rural?”—offers insights into how these communities are created, maintained, and challenged. The authors illustrate that citizenship rights have a spatial character, and that this observation is critical to studying and understanding rural life in the twenty-first century. Scholars and policymakers concerned with the health and well-being of rural communities will be interested in this book. Contributors: Ray Bollman, Clement Chipenda, Innocent Chirisa, Logan Cochrane, Pallavi Das, Laura Domingo-Peñafiel, Laura Farré-Riera, Jens Kaae Fisker, Karen R. Foster, Lesley Frank, Greg Hadley, Stacey Haugen, Jennifer Jarman, Kathleen Kevany, Eshetayehu Kinfu, Al Lauzon, Katie MacLeod, Jeofrey Matai, Ilona Matysiak, Kayla McCarney, Rachel McLay, Egon Noe, Howard Ramos, Katja Rinne-Koski, Sulevi Riukulehto, Sarah Rudrum, Ario Seto, Nuria Simo-Gil, Peggy Smith, Sara Teitelbaum, Annette Aagaard Thuesen, Tom Tom, Ashleigh Weeden, Satenia Zimmermann

This Handbook brings together experts from around the world to reflect critically on the relationship between tourism and rural community development. It first orients the reader in the important conceptual and epistemological foundations of the topic, before moving to consider key concepts and the most significant and salient theoretical and methodological developments in the field.

People across Canada's north have initiated unique community institutions to support a range of social-economic activities that are neither state-driven nor profit-oriented. Though crucial to the health and vibrancy of communities, this "third sector"-artistic, recreational, cultural, political, business, and economic development organizations-has only recently been studied. Developed through the ambitious collaboration of the Social Economy Research Network of Northern Canada, these fifteen case studies show the innovative diversity and utter necessity of home-grown institutions in communities across Labrador, Nunatsiavut, Nunavik, Nunavut, Northwest Territories, and Yukon. This book will benefit readers, researchers, and students interested in social economy, Aboriginal studies, and northern communities.

This new critical volume presents various perspectives on teaching and teacher education in the face of the global climate crisis, environmental degradation, and social injustice. Teaching in the Anthropocene calls for a reorientation of the aims of teaching so that we might imagine multiple futures in which children, youths, and families can thrive amid a myriad of challenges related to the earth’s decreasing habitability. Referring to the uncertainty of the time in which we live and teach, the term Anthropocene is used to acknowledge anthropogenic contributions to the climate crisis and to consider and reflect on the emotional responses to adverse climate events. The text begins with the editors’ discussion of this contested term and then moves on to make the case that we must decentre anthropocentric models in teacher education praxis. The four thematic parts include chapters on the challenges to teacher education practice and praxis, affective dimensions of teaching in the face of the global crisis, relational pedagogies in the Anthropocene, and ways to ignite the empathic imaginations of tomorrow’s teachers. Together the authors discuss new theoretical eco-orientations and describe innovative pedagogies that create opportunities for students and teachers to live in greater harmony with the more-than-human world. This incredibly timely volume will be essential to pre- and in-service teachers and teacher educators. FEATURES: - Offers critical reflections on anthropocentrism from multiple perspectives in education, including continuing education, educational organization, K–12, post-secondary, and more - Includes accounts that not only deconstruct the disavowal of the climate crisis in schools but also articulate an ecosophical approach to education - Features discussion prompts in each chapter to enhance student engagement with the material