Sustainability books

Some with notes by contributors:

Aber, John, Tom Kelly and Bruce Mallory, Eds. 2009. The Sustainable Learning Community: One University’s Journey to the Future. New Hampshire.

Adams, W.M. 2008Green Development: Environment and Sustainability in a Developing World. New York: Routledge.

Agrawal, Arun. 2005. Environmentality: Technologies of Government and the Making of Subjects. Durham: Duke University Press.

Agyeman, Julian, Robert D. Bullard, and Bob Evans, Eds. 2003. Just Sustainabilities: Development in an Unequal World. Cambridge: MIT Press.

Allen, Patricia. 2004. Together at the Table: Sustainability and Sustenance in the American Agrifood System.  University Park: Penn State Press

Andrews, Max. Land Art: A Cultural Ecology Handbook. London : RSA : Arts Council England, 2006.

Andrzejewski, Julie, Marta P Baltodano, and Linda Symcox. 2009. Social Justice, Peace, and Environmental Education: Transformative Standards: Routledge.

Arbuthnott, Katherine D. 2010. “Taking the Long View: Environmental Sustainability and Delay of Gratification.” Analyses of Social Issues and Public Policy. 10(1): 4-22.

AtKisson, Alan. 1999. Believing Cassandra: An Optimist Looks at a Pessimist’s World: Chelsea Green.

Banks, J.A., and C.A. McGee Banks (Ed.) (2004). Handbook of Research on Multicultural Education. (2nd ed.). San Francisco: Jossey-Bass

Bardaglio, P., and A. Putman. (2009). Boldly Sustainable: Hope and Opportunity for Higher Education in the Age of Climate Change. Washington, DC, National Association of College and University Business Officers (NACUBO), 256 pages. Available online: Reviewed by:
Storm, L., & Nolet, V. (2010). Boldly sustainable: Hope and opportunity for higher education in the age of climate change. Journal of Education for Sustainable Development 4(1): 143-147.

Barlett, Peggy. Ed. 2005. Urban Place: Reconnecting with the Natural World. Cambridge: MIT Press.

Barlett, Peggy and Geoffrey Chase, eds.  (2004)  Sustainability on Campus: Stories and Strategies for Change.  Cambridge: MIT Press.  327 pp.

These personal narratives of greening college campuses offer inspiration, motivation, and practical advice. Written by faculty, staff, administrators, and a student, from varying perspectives and reflecting divergent experiences, these stories also map the growing strength of a national movement toward environmental responsibility on campus. Each account indicates the challenges and struggles that the individual or team has faced in the effort to implement sustainable practices on campus, and the strategies and strength it has taken to overcome adversity and skepticism. These candid stories are very instructive for anyone getting started.

Barlett, Peggy. Ed. 2005. Urban Place: Reconnecting with the Natural World. Cambridge: MIT Press.

Barlow, Maude. 2003. Blue Gold: The Fight to Stop the Corporate Theft of the World’s Water. New Press.

Barry, Brian. 1997. “Sustainability and Intergenerational Justice.” Theoria. 45(89): 43-65.

Barry, John, and Marcel Wissenburg. 2001. Sustaining Liberal Democracy: Ecological Challenges and Opportunities: Palgrave Macmillan.

Bateson, Gregory. 2000. Steps to an Ecology of Mind: Collected Essays in Anthropology, Psychiatry, Evolution, and Epistemology. 1 ed: University Of Chicago Press.

Bauer, Joanne, Ed.  (2006)  Forging Environmentalism: Justice, Livelihood, and Contested Environments.  London: East Gate Publications.  427 pp.

Case studies and comparative analysis come together in this text on environmental values and policies in the United States, Japan, China, and India. Aiming to increase understanding of global environmental values and concerns, this collaborative work explores how these ideologies are expressed through the fabric of very different social and cultural contexts. International contributors synthesize cross-national values and related policy actions.

Benda, Lee et al. 2002. “How to Avoid Train Wrecks When Using Science in Environmental Problem Solving.”BioScience. 52(12).

Benson, Lee, John L. Puckett, and Ira Harkavy. 2007. Dewey’s Dream: Universities and Democracies in an Age of Education Reform: Temple University Press.

Berry, Joyce K. and John C. Gordon, eds.  (1993)  Environmental Leadership: Developing Effective Skills and Styles.  Washington DC: Island Press.  286 pp.

This collection of essays discusses the value of environmental leadership and role of conservationists when much of wilderness is in peril. Serving as a guide for aspiring environmental leaders, it is written by deep-rooted members of the movement representing: the federal government, international organizations, NGOs, and local, grassroots movements. Bridging corporate and academic worlds, the compilation of essays depict balanced perspectives on conservation, foundations, and funding. To conclude the text, Berry and Gordon summarize common themes: 1) be both a leader and a follower; 2) think about change; 3) develop breadth and flexibility; 4) learn to listen; 5) set an ethical example; 6) be a lifelong learner.

Bhaskar, Roy et al. Eds. 2010. Interdisciplinarity and Climate Change: Transforming Knowledge and Practice for Our Global Future. New York: Routledge.

Blackburn, W. 2007. The sustainability handbook: the complete management guide to achieving social, economic and environmental responsibility, Earthscan/James & James.

Blewitt, John and Cedric Cullingford, eds.  (2004)  The Sustainability Curriculum: The Challenge for Education. London: Earthscan.  258 pp.

Academia can have a profound impact on the advancement of sustainable practices when they are employed in our schools, organizations, and daily lives. Additionally, concepts and practices of sustainable development influence the future of many academic fields and disciplines, collegiate institutional practices, and methods of study. This text particularly focuses on disciplinary study and lifelong learning. It questions the purpose and nature of higher education itself and considers the place of sustainability therein. Conversely, the text looks at the meaning of sustainability as it stands alone as well as its context within multiple disciplines. It discusses the negative potential of ‘sustainability’ as a catch-word at risk of becoming cliché. It concludes with a dialogue of how disciplines have responded to the sustainability agenda as it has been implemented thus far, and where it can go.

Bohm, David. 1994. Thought As A System: Routledge.

Bookchin, Murray. 2005. The Ecology of Freedom: The Emergence and Dissolution of Hierarchy.  Oakland: AK Press.

Bourdon, David. Designing the Earth: The Human Impulse to Shape Nature. New York: H. N. Abrams, 1995

Bowers, C.  (1997)  The Culture of Denial: Why the Environmental Movement Needs a Strategy for Reforming Universities and Public Schools. Albany: State University of New York Press.  277 pp.

According to Bowers, education as an institution needs to be fundamentally reworked to end its reinforcement of a “consumer culture in denial.” Bowers’ provocative propositions provoke critical thought regarding the place of education in the sustainability movement. He critiques the anthropocentric and individualistic stance assumed in many classrooms, our increasing dependence on technology, and our use of language, and then contrasts the accepted ideology of the Western world with themes from ecologically centered cultures. This text is much more theoretical than applied. The central foci are that “it is absolutely imperative that what is learned in public schools and universities be made a central concern of the environmental movement,” and we must adopt “workable strategies for integrating the educational process into the larger talk of changing from a culture that exploits the environment to one that can live within sustainable limits.”

Bowers, C. (1995) Educating for an Ecologically Sustainable Culture: Rethinking Moral Education, Creativity, Intelligence, and Other Modern Orthodoxies. Albany: State University of New York Press. 233 pp.

Another heavily theoretical text by C. A. Bowers, this time addressing the disconnect between Western civilizations’ ideas and values, the consumer life-style, the depletion of natural resources, and the accumulation of toxicity in the atmosphere. Although ecological problems are becoming increasingly evident, the progress towards behavioral and social change within a culture takes time.  The role of education is crucial, as core cultural values are instilled in all levels of the educational institution. While important for contributing towards functioning in the modern world, the technological and urban-based skills that are often emphasized leave the general population lacking essential knowledge for participating in a bioregional or community-centered lifestyle. This text critiques long-held beliefs and assumptions that guide the processes of building theory and generating inquiry, of setting educational goals, and defining classroom practices. It moves on to assess moral education, especially as applied to ecological literacy and the place of the individual. Further, it evaluates the place of creativity within different cultures are contrasts individualistic creativity with that which embeds the artist in culture and in the surrounding environment. Overall, the text advocates the place of the individual as an interactive member of a larger and more complex mental ecology that emphasizes the culture/environment relationship.

Brown, Charles S, and Ted Toadvine. 2003. Eco-Phenomenology: Back to the Earth Itself: State University of New York Press.

Brown, Lester. (2008)  Plan B 3.0: Mobilizing to Save Civilization.  New York: Earth Policy Institute. 398 pp.

With business as usual (Plan A) posing mounting problems for both the economy and the environment, Plan B 3.0 offers solutions for stabilizing climate, restoring the environment, stabilizing populations, and eliminating poverty. After depicting the nature and urgency of current global dilemmas, the text largely focuses on how to overcome these challenges. Outlining plans that consider such varied yet interdependent issues as education, health, farming, forestry, fisheries, biodiversity, carbon, water, transportation, energy efficiency, and renewable energy, this presents a comprehensive package of international examples and well-researched resolutions.

Brown, Lester. 2009. Plan B 4.0: Mobilizing to Save Civilization. New York: W.W. Norton.

Brown, Lester. 2011. World on the Edge: How to Prevent Environmental and Economic Collapse, Earth Policy Institute.

Brulle, Robert J. 2000. Agency, Democracy, and Nature: The U.S. Environmental Movement from a Critical Theory Perspective. Cambridge: MIT Press.

Buckley, Brendan M. et al. 2010. Climate as a Contributing Factor in the Demise of Angkor, Cambodia.” PNAS. 107(15): 6748-52.

Buell, Frederick. 2003. From Apocalypse to Way of Life: Environmental Crisis in the American Century.  New York: Routledge.

Buell, Lawrence. 1996. The Environmental Imagination: Thoreau, Nature Writing, and the Formation of American Culture.  Cambridge, MA: Belknap Press of Harvard University Press.

Buell, Lawrence. 2003. Writing for an Endangered World: Literature, Culture, and Environment in the U.S. and Beyond.Cambridge, MA:  Belknap Press of Harvard University Press.

Bullard, Robert D. 2000. Dumping in Dixie: Race, Class, and Environmental Quality. Boulder: Westview Press.

Capra, Fritjof. 1997. The Web of Life: A New Scientific Understanding of Living Systems: Anchor.

Carson, Rachel. 1962. Silent Spring. Boston: Houghton Mifflin.

Cassidy, Alice, Yona Sipos and Sarah Nyrose. (In press, August, 2013) Supporting Sustainability Education and Leadership:  Strategies for Students, Faculty and the Planet. Chapter 12. In: Siran Mukerji and Purnendu Tripathi (Eds.) Handbook of Research on Transnational Higher Education Management. Hershey, Pennsylvania: IGI Global.

Castree, Noel, and Bruce Braun. 2001. Social Nature: Theory, Practice and Politics: Wiley-Blackwell.

Collett, Jonathon and Stephen Karakashian, eds.  (1996)  Greening the College Curriculum: A Guide to Environmental Teaching in the Liberal Arts: A Project of the Rainforest Alliance. Washington D.C.: Island Press.  341 pp.

Greening the College Curriculum provides the tools college and university faculty need to meet personal and institutional goals for integrating environmental issues into the curriculum. Leading educators from a wide range of fields, including anthropology, biology, economics, geography, history, literature, journalism, philosophy, political science, and religion, describe their experience introducing environmental issues into their teaching. This book includes extensive resources: films, books, periodicals, lesson plans, and course plans. Although over ten years old, it will be a useful reference tool for those aiming to bring environmental issues into a wide range of disciplines.

Corburn, Jason. 2005. Street Science: Community Knowledge and Environmental Health Justice. Cambridge: MIT Press.

Corcoran, Peter Blaze, and Arjen E.J. Wals, eds. (2004). Higher Education and the Challenge of Sustainability: Problematics, Promise, and Practice. Dordrecht, Netherlands: Kluwer Academic Publishers. 355 pp.

This book draws on an international team of contributors from Canada, Denmark, South Africa, the Netherlands, U.S., U.K., and Australia. It argues that sustainability challenges universities around the world to rethink their missions and to re-structure their courses, research programs, and life on campus. Graduates are increasingly exposed to notions of sustainability, which are emotionally, politically, ethically, and scientifically charged. They must be able to contextualize knowledge in an increasingly globalized society. Sustainability is not only explored as an outcome and a process of learning, but also as a catalyst for educational change and institutional innovation. The book raises the various problematics related to this inchoate field and provides an intellectual history and critical assessment of the prospects for institutionalizing sustainability in higher education.

Cosgrove, D. E. 1998. “Introduction” and “The Idea of Landscape,” in Social Formation and Symbolic Landscape.Madison: U. of Wisconsin Press.

Creighton, Sarah Hammond. (1999)  Greening the Ivory Tower: Improving the Track Record of Universities, Colleges, and Other Institutions.  London: MIT Press.  337 pp.

When Tufts University received a grant from the EPA to reduce environmental impacts pertaining to university operation, the recipient research group identified key areas where their influence could have the most profound and lasting effects. Examining issues such as food waste, transportation, and energy, the team narrowed in on a multifaceted approach to green the school. Greening the Ivory Tower shares strategies and lessons learned from this body of knowledge, as well as tactics used in selected higher education institutions, to assist leaders on other campuses seeking to reduce environmental impacts. Covering baseline data collection, buildings and grounds development, adjustments to purchasing and dining, and modifications to research facilities, studios and academic departments, this text can assist a motivated campus citizen to create change in many capacities.

Daly, Herman E. and John B. Cobb Jr.  (1989)  For the Common Good: Redirecting the Economy toward Community, the Environment, and a Sustainable Future.  Boston: Beacon Press. 482 pp.

Often seen at odds, this text encourages economists to adopt a perspective that integrates sustainable paradigms into the discipline. Divided into four parts, the book discusses: 1) Economics as a science, its characteristics as a discipline, and its role as a deductive model; 2) An alternative approach to the economy which shifts away from the capitalism-socialism struggle, and towards community systems; 3) The implementation of this alternative approach through policy; and 4) Strategies for creating the change needed to move towards the alternative economy. This alternative shifts economic theory from its traditional disciplinary abstractions to a lived reality through community service.  Dense but rewarding prose covers economic perspectives on land use, agriculture, industry, labor, population, international trade, taxes, and security.

Date-Huxtable, Elizabeth, Gary Ellem and Tim Roberts. (2013, In press) The Low Carbon Curriculum. In W. Filho, U. Azeiteiro, S. Caeiro and C. Jabbour (Eds.) Sustainability practices in higher education institutions: Mapping Trends and Good Practice at Universities round the World. Springer Publishing.

Davis, Susan G. 1997. Spectacular Nature: Corporate Culture and the Sea World Experience. Berkeley: University of California Press

Davis, W. (2009). The Wayfinders: Why Ancient Wisdom Matters in the Modern World. CBC Massey Lecture

Dessler, Andrew E. and Edward A. Parson.  2006. The Science and Politics of Global Climate Change: A Guide to the Debate.  New York: Cambridge University Press.

Dewey, John. 2010. Democracy and Education: An Introduction to the Philosophy of Education:

Diamond, Jared. 2005. Collapse: How Societies Choose to Fail or Succeed. New York: Viking Penguin.

Dobson, Andrew. 2007. Green Political Thought: Routledge.

Dobson, Andrew, and Derek Bell, eds.  (2006)  Environmental Citizenship.  Cambridge, MA: The MIT Press.  296 pp.

This book is a reworked collection of papers from the 2003 Citizenship and the Environment Workshop at the First Annual Environmental Politics conference at Newcastle University. Sixteen contributors from diverse fields provide perspectives on how to elicit change through citizenship. Using a multidisciplinary perspective, this text examines the relationship between sustainability and responsible citizenry. Whereas many environmental initiatives operate on market-based strategies and self-interest, this text advocates for personal commitment and responsibility. It presents a combination of theory and case studies, obstacles and opportunities. Reconsidering the relationships between society and nature and between local and global, this book poses questions on developing critical citizens rather than merely law-abiding citizens, and re-examines the values needed for genuine environmental citizenship.

Dresner, Simon. 2008. The Principles of Sustainability: Earthscan Publications Ltd.

Dryzek, John S. 2005. The Politics of the Earth: Environmental Discourses: Oxford University Press, USA.

Dyer, James M. 2006. “Revisiting the Deciduous Forests of Eastern North America.” BioScience 56(4): 341-52.

Epstein, Marc J. (2008) Making Sustainability Work. Sheffield, UK: Greenleaf Publishing Ltd.  288 pp.

A handbook for anyone moving their organization towards a more sustainable future, this text provides guidance for those who consider keeping their competitive place in the market as important as managing their social, economic, and environmental impacts. Covering topics as diverse and urgent as global thinking, outsourcing, philanthropy, and risk assessment, the text guides progressive thought for sustainable business practices. Not only does it provide foundations for measuring social and environmental risks and impacts, it describes how to move forward in acting upon change. Where other books address the “whys” of the triple bottom line of sustainability (social, environmental, and economic impacts), this text focuses on the “how-tos.” Combining progressive academic research with proven corporate practice from around the globe, it is a comprehensive discussion of implementation strategies that are working towards a sustainable future. At the core of the text is the Corporate Sustainability Model framework, adaptable to individual organizations, which aids in executing, managing, and measuring sustainability performance. While primarily written for businesses, this text is useful for higher ed audiences.

Edwards, Andres R. (2005)  The Sustainability Revolution: Portrait of a Paradigm Shift. Gabriola Island, BC: New Society Publishers. 206 pp.

In this clear primer on sustainability, Edwards argues that the “sustainability revolution” is the most profound social transformation of the modern era and it is already under way. Edwards draws connections between various sectors, including business, government, and academia, the text draws connections between sustainability and commerce, community, natural resources, design, and the biosphere. He argues that for sustainability to come into focus in these multivarious disciplines, a major shift in cultural values must emerge. The book draws together the history of the term sustainability, major sustainability frameworks and principles, and points to the multiple arenas (organic foods, ecological architecture, alternative energy, etc.) where sustainability is emerging.

Fien, John. 1995. Environmental Education: A Pathway to Sustainability: Hyperion Books.

Filho, Walter Leal. 2002. Teaching Sustainability At Universities: Towards Curriculum Greening: Peter Lang Pub Inc.

Filho, W.L., and P. Lang (2002). Teaching Sustainability at Universities. New York:

See chapter by Debra Rowe, Environmental literacy and sustainability as core requirements: Success stories and models.

Abstract: At a number of colleges and universities, the core General Education requirements for all degrees include an in depth exposure to environmental literacy. Many colleges are also including a degree requirement in the area of social responsibility and/or civic engagement. Colleges include sustainability curricula using a variety of models. The first baseline national surveys have collected information about the percentage of institutions incorporating sustainability into curricula, course design and content, faculty development and outcomes. What does the data to date describe in terms of the models for inclusion of environmental literacy, social responsibility and sustainability in higher education? For many colleges, it is politically difficult to add additional courses for degree requirements. Some higher education institutions have solved this dilemma by integrating environmental literacy, social responsibility and sustainability course materials into existing liberal arts and specialty courses. Models have been developed that are flexible, inexpensive and fun to implement within a variety of disciplines or as part of an interdisciplinary learning community. According to research, for both teachers and students, these models reduce apathy, and instill attitudes and skills required to be positive change agents for the society. Research results support students using these models developed an: increased caring about the future of society, increased belief that they can make a difference, increased willingness to participate in solving societal and environmental problems. This chapter reviews some successful models for requirements and strategies to infuse the curricula with environmental literacy, social responsibility and sustainability. These models and strategies include degree requirements, infusion across the curricula, development of interdepartmental minors, sustainability in other sectors as the latent curricula, and integration into the mission statement. This chapter also includes a discussion of implications from the national surveys, a list of needs for future research, a highlighted course curricular project useful for a variety of disciplines, and additional resources for the educator or researcher..

Freire, Paulo. 1985. The Politics of Education: Culture, Power and Liberation. First Edit ed: Bergin & Garvey Publishers.

Friedman, Thomas. 2008. Hot, Flat, and Crowded: Why We Need a Green Revolution – and How It Can Renew America, Farrar, Strauss and Giroux.

Gadotti, Moacir. 1996. Pedagogy of Praxis: A Dialectical Philosophy of Education: State University of New York Press.

Galea, C. (Ed.). (2007).Teaching Business Sustainability, Volume 2: Cases, Simulations and Experiential Approaches. Sheffield, UK: Greenleaf.

This has provided some good activities, particularly an exercise in Chapter 4 from Darcy Hitchcock and Marsh Willard.

Gallagher, Winifred.  (1993)  The Power of Place: How our Surroundings Shape our Thoughts, Emotions, and Actions.  New York: Poseidon Press.  240 pp.

Weaving environmental studies with psychology, Gallagher dissects the connections between people and place. Human response to the physical world, particularly as light, temperature, and seasonal change strongly affects our health and our emotions. Additionally, our environment and surroundings, be it metropolitan New York or rural Kentucky, affects our well-being, creativity, and sensory stimulation. Accessible reading with scientific context, Gallagher employs terminology from psychology in a way that is easy to understand yet conveys complex principles.

Gibson-Graham, J.K. 2003. “The Ethics of the Local.” Rethinking Marxism. 15(1): 49-74.

Gibson-Graham, J. K. 2006. A Postcapitalist Politics. 1 ed: Univ Of Minnesota Press.

Gibson-Graham, J.K. 2006. The End of Capitalism (As We Knew It): A Feminist Critique of Political Economy. Minneapolis: U. of Minnesota Press.

Gough, Stephen, and William Scott. 2003. Sustainable Development and Learning: framing the issues: Routledge.

Hails, C., Ed. 2008. Living Planet Report, World Wildlife Federation, Zoological Society of London, and the Global Footprint Network.

Harvey, David. 1996. Justice, Nature and the Geography of Difference. Malden: Blackwell.

Hawken, Paul, Amory Lovins, and L. Hunter Lovins.  (1999)  Natural Capitalism: Creating the Next Industrial Revolution.  New York: Little, Brown and Company.  396 pp.

Capitalism has been criticized for its role in advancing environmental destruction, but Natural Capitalism provides the framework for how slight changes to the rules in our capitalist economy can encourage significant, positive environmental change. From tax incentives to investing in natural capital, the text demonstrates through global examples how the current economic system, through progressive policy decisions, can lead businesses and corporations to make decisions that are constructive in solving the problems face in pursuing a sustainable future.

Heath, C., and D. Heath. (2010). Switch: How to Change Things When Change is Hard. New York: Broadway Business. A truly excellent book on organizational behaviour.

Hernandez, Carlos, and Rashmi Mayur. 1999. Pedagogy of the Earth: Education for a Sustainable Future.  Kumarian Press.

Hill, G. and O’Neill, M. 2008. Ready, Set, Green: Eight Weeks to Modern Eco-Living. Villard.

Hodges, Nicola, editor. Art and the Natural Environment. London: Academy Editions, Ltd., 1994. (Art & Design Profile Series, No. 36).

Hondale, George. (1999)   How Context Matters: Linking environmental policy to people and place. West Hartford, Connecticut: Kumarian Press. 222 pp.

Policy is a primary driver of how our natural resources will be protected and how sustainable development practices can be implemented. While many policies that are implemented are universalistic, Hondale argues for policy that is integrated with the context of the place and people that are directly affected by it. The cultural and ecological milieu is vital to policy because: a) a strategy for success in one locale may lead to disaster in another; b) the processes by which policy is created are influenced by social and bioregional; and c) contextual maps aid in the execution of policy. This well organized, engaging book explains the theory behind the need for contextually based policy as well as provides examples of its execution.

Honey, Martha. 2008. Ecotourism and Sustainable Development: Who Owns Paradise?  2nd ed. Washington, DC: Island Press.

Hopkins, Rob. 2008. The Transition Handbook: from oil dependency to local resilience, Chelsea Green Publishing.

Horrigan, Leo, Robert S. Lawrence, and Polly Walker. 2002. How Sustainable Agriculture Can Address the Environmental And Human Health Harms of Industrial Agriculture.” Environmental Health Perspectives. 110(5): 445-456.

Huckle, John. 2001. Education for Sustainability and Ecological Citizenship in Europe.

Huckle, John, and Stephen Sterling. 1996. Education for Sustainability: Earthscan Publications Ltd.

Hulme, Mike. 2009. Why We Disagree about Climate Change: Understanding Controversy, Inaction and Opportunity. Cambridge: Cambridge U. Press.

Intergovernmental Panel on Climate Change (IPCC). 2007. Climate Change 2007: Impacts, Adaptation and Vulnerability. Working Group II Report. Cambridge: Cambridge U. Press.

Jackson, T. 2008. The Challenge of Sustainable Lifestyles. State of the World 2008: Innovations for a Sustainable Economy. L. Starke, W.W. Norton & Company: 45-60.

Jacoby, Karl. 2001. Crimes against Nature: Squatters, Poachers, Thieves and the Hidden History of American Conservation. Berkeley: University of California Press.

Johnson, Edward A, and Michael J Mappin. 2009. Environmental Education and Advocacy: Changing Perspectives of Ecology and Education: Cambridge University Press.

Jones, Paula, David Selby, and Stephen Sterling. 2010. Sustainability Education: Perspectives and Practice Across Higher Education: Earthscan Publications Ltd.

Kagan, Sacha. Sustainability: A New Frontier for the Arts and Cultures. Frankfurt am Main :Vas Verlag Fur Akademisch, 2008.

Kahn, Richard. 2010. Critical Pedagogy, Ecoliteracy, and Planetary Crisis: the Ecopedagogy Movement. Peter Lang Publishing.

Kamenetz, Anya. 2010. DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education. Chelsea Green Publishing.

Keil, Roger. 1998. Political ecology: global and local: Psychology Press.Kheel, Marti. 1985. “The Liberation of Nature: A Circular Affair.” Environmental Ethics, 7: 135-49.

Korten, David C.  (2006)  The Great Turning: From Empire to Earth Community.  Bloomfield, CT: Kumarian Press, Inc.  402 pp.

In order to transform our economic institutions, this highly idealistic text argues, we also have to look at the influence of culture and politics. Initially, Korten looks back to the development of the Empire. “Empire,” as Korten describes it, is the organization of society through hierarchy and violence that has presided for the past 5,000 years. Korten traces the roots of empire throughout history, while engaging the reader in the parallel story of the attempt to develop a democratic alternative. Then, Korten turns to the current challenges the United States is facing within our institutions and global presence. It concludes with a framework for building a new era, which Korten calls Earth Community. This new age will bring together citizen action, grassroots leadership, and democracy that is infused into cultural, economic, and political processes.

Kriebel, David and Joel Tickner. 2001. “The Precautionary Principle and Public Health: Reenergizing Public Health through Precaution.” American Journal of Public Health. 91(9): 1351-61.

Kuntsler, James Howard.  (1996)  Home from Nowhere: Remaking our Everyday World for the Twenty-First Century.  New York: Simon & Schuster.  318 pp.

In a follow-up to his 1994 book Geography of Nowhere, Kuntsler addresses both problems and solutions to the built environment of modern American urban and suburban design. Themes throughout the book include: outdoor rooms and the use of outdoor space, zoning concerns, development via sprawl vs. gridded city blocks, neighborhood designs and walking neighborhoods, and integrated vs. separated activities. The central  argument of the text encourages creating a better daily living environment within our surroundings, and describes technical suggestions for achieving this.

Kyburz-Graber, Regula, Paul Hart, Peter Posch, and Ian Robottom. 2006. Reflective Practice in Teacher Education: Learning from Case Studies of Environmental Education: Peter Lang Publishing.

Lash, Professor Scott M, Mr Bronislaw Szerszynski, and Professor Brian Wynne. 1996. Risk, Environment and Modernity: Towards a New Ecology: Sage Publications Ltd.

Landrum, Nancy E. 2009. Sustainable Business: An Executive’s Prime.  NY: Business Expert Press.

The author describes this book is an easy read which can be completed in about 2 hours.  Book chapters represent the functional areas of business (accounting, marketing, etc.) and show how sustainability is applied in that function of the company. The book also includes about 50 case examples demonstrating how companies have implemented sustainable business practices. “I believe the book makes an excellent supplement to any class which includes a module on sustainability.”

Latour, Bruno. 2004. Politics of Nature: How to Bring the Sciences into Democracy: Harvard University Press.

Liebhold, Andrew M. 2012. “Live Plant Imports: The Major Pathway for Forest Insect and Pathogen Invasions of the US.”Frontiers in Ecologyˆ. 10(3): 135-43.

Lippard, Lucy. Weather Report: Art and Climate Change. Boulder, Colorado. :Boulder Museum of Contemporary Arts in collaboration with EcoArts (September 14-December 21, 2007), 2007.

Luke, Timothy W. 1997. Ecocritique: Contesting the Politics of Nature, Economy, and Culture: Univ Of Minnesota Press.

Marten, Gerald G.  (2001)  Human Ecology: Basic Concepts for Sustainable Development.  London: Earthscan Publications Ltd.  238 pp.

A comprehensive textbook on the science of the interactions between humans and the environment. Bridging the gap between natural and social sciences, this text describes the basic concepts of ecosystem function and how societies relate to their environment. Merging ecological principles with complex systems theory, the book examines how social processes, institutions, and technologies either conflict with or contribute to sustainable development. Beginning with an introduction of concepts and terminology used to discuss ecological interactions and human ecology, the text then examines the history of humans’ relationship with their surroundings. In regarding the ecosystem as a cohesive, complex system, it is possible to see parallels between succession in ecosystems and in human environments. Not only does this illuminate our relationship to ecosystem services, it reveals our shifting perceptions of nature throughout history. The text concludes on a hopeful note with examples of ecologically sustainable development. An extensive list of further reading is included.

Mayer-Smith, J. and L. Peterat (Eds). (2010). Get Growing! Activities for Food and Gardening Learning. A teacher resource for elementary and middle grades. Vernon: Really Small Vernon Press

Matilsky, Barbara C. Fragile Ecologies: Contemporary Artists Interpretations and Solutions. New York: Rizzoli International, 1992. Published in conjunction with the exhibition at the Queens Museum of Art, New York.

McCright, Aaron M. and Riley E. Dunlap. 2011. “The Politicization of Climate Change and Polarization in the American Public’s Views of Global Warming, 2001-2010.” Sociological Quarterly. 52(2): 155-94.

McDonough, William and Michael Braungart.  (2002)  Cradle to Cradle: Remaking the Way We Make Things.  New York: North Point Press.  193 pp.

Revolutionary thinking for modern day design of our products, service-industries, and lifestyles, this text refutes the common acceptance of limited product-life of the everyday items we use. Instead of “cradle-to-grave” product lives (i.e. using virgin resources to create a product with a relatively short use period and then throwing it away), McDonough and Braungart advocate a “cradle-to-cradle” attitude: that all products be created to be taken apart so that their resources can be used once more. It also calls to question our modes of thinking about ownership, instead standing in favor of renting, servicing, and eventual re-use of many products. A critical primer for anyone interested in sustainability, Cradle to Cradle will change your views on the things we use and how we use them.

McLaren, P., Castells, M., Flecha, R., Freiré, P., Giroux, H.A., Macedo, D., and P. Willis. (1999). Critical Education in the New Information Age. Oxford: Rowman & Littlefield Publishers, Inc.

M’Gonigle, Michael, and Justine Starke.  (2006)  Planet U: Sustaining the World, Reinventing the University.  Gabriola Island: New Society Publishers.  270 pp.

This book’s central argument is that, in the modern world, the university is in a unique position to serve as a catalyst for innovation: it holds the key for practical action. The story of sustainability interweaves diverse techniques of applicable knowledge, integration of institutional power, social change, ecological governance, and developing ideologies of how to live. A call for “active theory” is evident throughout the text. Major themes are the history and role of the university and its evolving place in society, and where the university will be situated in the unfolding dialogue of a sustainable future. In addition to illustrating the potential of the university to be a leader through campus initiatives on clean energy, sustainable development, and transportation spanning multiple nations, this text explores the campus’ ability for social and environmental change.

Maathai, Wangari. 2004. The Green Belt Movement: Sharing the Approach and the Experience. New York: Lantern Books.

Martinez-Alier, Joan. 2002. The Environmentalism of the Poor: A Study of Ecological Conflicts and Valuation. Northampton, MA: Edward Elgar.

McDonough, William and Michael Braungart.  2002.  Cradle to Cradle: Remaking the Way We Make Things.  New York: North Point Press.

McKibben, Bill. 2008. Deep Economy: The Wealth of Communities and the Durable Future. St. Martin’s Griffin.

McKibben, Bill. 2011. Eaarth: Making a Life on a Tough New Planet. St Martin’s Griffin.

Meadows, D. H., et al. 2004. Limits to Growth: The 30-Year Update, Chelsea Green.

Merchant, Carolyn. 1980. The Death of Nature: Women, Ecology, and the Scientific Revolution. San Francisco: Harper Collins.

Montrie, Chad. 2002. To Save the Land and People: A History of Opposition to Surface Coal Mining in Appalachia. Chapel Hill: University of North Carolina Press.

Morton, Timothy. 2009.  Ecology Without Nature: Rethinking Environmental Aesthetics. Cambridge, MA: Harvard University Press.

Mr. Y. 2011. “A National Strategic Narrative.” Woodrow Wilson International Center for Scholars.

Murray, Paul. 2011. The Sustainable Self: A Personal Approach to Sustainability Education. Earthscan.

National Research Council. 2010. “Adapting to the Impacts of Climate Change” Washington, DC: National Academies of Sciences.

Nel Noddings, ed.  (2005)  Educating Citizens for Global Awareness. New York: Teachers College Press.  161 pp.

What is global citizenship? What does it mean, how does it affect our lives, and how should it be integrated into curriculum? A diverse group of educators address these questions and offer their perspectives on how to bring global concerns into a multiple aspects of curricula. The global concerns include economic and social justice, sustainability and the protection of our natural resources, the preservation of diversity: social, cultural, and biological, and peacekeeping. Specific chapters confront how gender perspectives and personal experience play a role in developing global citizenship, and the role of religious pluralism in opening up dialogue. Conflict resolution, peaceable classrooms, and place-based education are also discussed.

Norgaard, Richard B. 1994. Development Betrayed: The End of Progress and a Co-Evolutionary Revisioning of the Future: Routledge.

O’Rourke, Dara. 2004. Community-Driven Regulation: Balancing Development and the Environment in Vietnam. Cambridge: MIT Press.

O’Sullivan, Edmund. 1999. Transformative Learning: Educational Vision for the 21st Century: Zed Books.

O’Sullivan, Edmund V, Amish Morrell, and Mary Ann O’Connor. 2002. Expanding the Boundaries of Transformative Learning: Essays on Theory and Praxis: Palgrave Macmillan.

Obach, Brian K. 2004. Labor and the Environmental Movement: The Quest for Common Ground. Cambridge: MIT Press.

Organisation for Economic Cooperation and Development (OECD).  2008.  Gender and Sustainable Development: Maximising the Economic, Social and Environmental Role of Women.  Paris: OECD.

Orr, David W. 1992. Ecological Literacy: Education and the Transition to a Postmodern World: State University of New York Press.

Palmer, Joy. 1998. Environmental Education in the 21st Century: Theory, Practice, Progress and Promise: Routledge.


Pellow, David Naguib and Robert J. Brulle, Eds. 2005. Power, Justice, and the Environment: A Critical Appraisal of the Environmental Justice Movement. Cambridge: MIT Press.

Pellow, David Naguib. 2007. Resisting Global Toxics: Transnational Movements for Environmental Justice. Cambridge: MIT Press.

Pluye, Pierre, Louise Potvin, Jean-Louis Denis. 2004. “Making Public Health Programs Last: Conceptualizing Sustainability.” Evaluation and Program Planning. 27: pp. 121-33.

Portney, Kent E. 2003. Taking Sustainable Cities Seriously: Economic Development, the Environment, and Quality of Life in American Cities. Cambridge: MIT Press.

Porritt, Jonathon. Radical Nature : Art and Architecture For a Changing Planet 1969-2009.

Prigann, Herman. Ecological Aesthetics: Art in Environmental Design : Theory and Practice. Edited by Heike Strelow in co-operation with Vera David. Basel ; Boston : Birkhäuser, 2004

Princen, Thomas, Michael Maniates and Ken Conca, Eds. 2002. Confronting Consumption. Cambridge: MIT Press.

Prugh, Thomas, Robert Costanza, and Herman E Daly. 1999. The Local Politics of Global Sustainability: Island Press.

Putman, Andrea and Michael Philips.  (2006)  The Business Case for Renewable Energy: A Guide to Colleges and Universities. Alexandria, VA: APPA.  153 pp.

Written by a pair of energy consultants, this resource guides higher education leaders toward an alternative energy future. The book lays out 1) the need for clean energy and the benefits in moving towards alternative sources; 2) incentives and initiatives that have played a role in the movement; 3) practical advice related to renewable technologies and financing options. A must-have guide for every institution moving towards alternative energy sources.

Rackham, O. 1991. “Ancient Landscapes,” in The Greek City: From Homer to Alexander. Eds. O. Murray and S. Price. Oxford University Press. Pp. 85-111.

Rackham, O. 1996. “Ecology and pseudo-ecology: the example of ancient Greece,” in Human Landscapes in Classical Antiquity. Eds. G. Shipley and J. Salmon. London/NY: Routledge.  Pp.16-43.

Rappaport, Ann, and Sarah Hammond Creighton.  (2007)  Degrees that Matter: Climate Change and the University. Cambridge: The MIT Press.  372 pp.

This text serves as a guide for implementing “climate action” in various contexts: buildings, emissions, curricula, student affairs, transportation. The authors present a coherent argument for the university’s responsibility to take a leading role in the climate crisis and provide extensive examples of work under way. A wealth of examples from colleges across the nation supplement practical suggestions for change.

Reece, Erik. 2006. Lost Mountain: A Year in the Vanishing Wilderness: Radical Strip Mining and the Devastation of Appalachia. Riverhead Books.

Reid, Alan. 2007. Participation and Learning: Perspectives on Education and the Environment, Health and Sustainability: Springer.

Reid, Herbert, and Betsy Taylor. 2010. Recovering the Commons: Democracy, Place, and Global Justice. 1st Editio ed: University of Illinois Press.

Reynolds, H.L., Brondizio, E.S., and J.M. Robinson (Ed.), with Karpa, D. and B.L. Gross. (2009). Teaching Environmental Literacy Across Campus and Across the Curriculum. Bloomington, Indiana: Indiana University Press.
I really enjoyed this book.

Richter, B. 2010. Beyond smoke and mirrors: Climate change and energy in the 21st century, Cambridge Univ Pr.

Robèrt, K-H., Broman, G., Waldron, D., Ny, H., Byggeth, S., Cook, D., Johansson, L., Oldmark, J., Basile, G., Haraldsson, H., and MacDonald, J. (2004). Strategic Leadership Towards Sustainability. Karlskrona, Sweden: Blekinge Institute of Technology, in cooperation with the Natural Step

Roberts, Carol and Jane Roberts. 2009. Greener by Degrees: Exploring Sustainability through Higher Education Curricula.

Though the original link on the University of Gloustershire resources page is no longer functional, read the overview here:

Includes plenty of material on how people responded to a workshop on sustainability in the curriculum.

Roberts, J. Timmons and Bradley C. Parks. 2006. A Climate of Injustice: Global Inequality, North-South Politics, and Climate Policy. Cambridge: MIT Press.

Sandilands, Catriona. 1999. The Good Natured Feminist: Ecofeminism and the Quest for Democracy. Minneapolis: University of Minnesota Press.

Schellnhuber, H., M. Molina, et al., Eds. 2010. Global sustainability: a nobel cause. Cambridge, UK, Cambridge.

Schor, Juliet B. and Betsy Taylor, eds.  (2002)  Sustainable Planet: Solutions for the Twenty-First Century. Boston: Beacon Press.  273 pp.

Solution-based, this collection of essays targets sustainability on a global scale while revealing changes we can make in our own lives. A publication of the Center for a New American Dream, the text carries the organization’s messages: consume responsibly, protect the environment, promote social justice, and advance quality of life. Diverse contributors cover a variety of thought-provoking topics overflowing with promise for a better, brighter future.

Schumacher, E F. 1998. This I Believe, and Other Essays: Resurgence Books, an imprint of Green Books.

Schweikart, David. 2002. After Capitalism (New Critical Theory). New York: Rowman & Littlefield Publishers, Inc.

Scobey, David. “Putting the Academy in Its Place.” Places. 14(3): 50-55.

Scott, Rebecca R. 2010. Removing Mountains: Extracting Nature and Identity in the Appalachian Coalfields. Minneapolis: University of Minnesota Press.

Seghezzo, Lucas. 2009. “The Five Dimensions of Sustainability.” Environmental Politics. 18(4): 539-56.

Shacklock, Geoffrey, and John Smyth. 1998. Re-Making Teaching: Ideology, Policy and Practice: Routledge.

Shellenberger, Michael, and Ted Nordhaus. 2007. Breakthrough: From the Death of Environmentalism to the Politics of Possibility.  New York: Houghton Mifflin.

Shutkin, William A. 2001. The Land That Could Be: Environmentalism and Democracy in the Twenty-First Century: The MIT Press.

Smith, Gregory A, and Dilafruz R Williams. 1998. Ecological Education in Action: On Weaving Education, Culture, and the Environment: State University of New York Press.

Smith, Stephanie. Beyond Green: Toward a Sustainable Art. Chicago, Ill: Smart Museum of Art, University of Chicago; New York, NY: Independent Curators International, 2005

Solnit, Rebecca. 2006. A Field Guide to Getting Lost. Penguin.

Somerville, Richard C.J. 2008. The Forgiving Air: Understanding Environmental Change.  Boston, MA: American Meteorological Society.

Speth, James Gustave. 2008. The Bridge at the Edge of the World: Capitalism, the Environment, and Crossing from Crisis to Sustainability. New Haven: Yale University Press.

Stibbe, A., Ed. 2009. The Handbook of Sustainability Literacy: Skills for a Changing World, Green Books.

Taylor, Dorceta E. 2009. The Environment and the People in American Cities, 1600s-1900s: Disorder, Inequality and Social Change. Durham: Duke University Press.

Thiele, Leslie Paul. 1999. Environmentalism for a New Millennium: The Challenge of Coevolution: Oxford University Press, USA.

Tilbury, Daniella. 2002. Education and sustainability: responding to the global challenge: IUCN.

Thomashow, Mitchell. (2002). Bringing the Biosphere Home: Learning to Perceive Global Environmental Change. Cambridge: The MIT Press.  244 pp.

Written in an exploratory fashion, Thomashow asks the reader to perceive global issues at a deeper level through “learning the local”. Thomashow’s argument is that global ideas, problems, and issues can become so abstract that students do not have a meaningful way to move forward. The best way to learn how to perceive the biosphere is by paying close attention to the place where you live – developing familiarity and intimacy with local natural history. Learning the natural history and ecological patterns of one’s home-place can provide the scaffolding for more complex global understandings and environmental care.

Timpson, W.M., B. Dunbar, G. Kimmel, B. Bruyere, P. Newman, and H. Mizia. (2006). 147 Practical Tips for Teaching Sustainability. Connecting the Environment, Economy and Society. Madison, Wisconsin: Atwood Publishing

Reviewed by:  Alice Cassidy for Educational Developers Caucus (EDC) Resource Review, Winter, 2012.

Wackernagel, Mathis, and William Rees. (1996)  Our Ecological Footprint: Reducing Human Impact on the Earth. Gabriola Island, BC: New Society Publishers.  160 pp.

These two authors are the inventors of the Ecological Footprint concept: a method to measure and account for the flows of energy and matter to and from any defined economy and converts these into the corresponding land/water area required from nature to support these flows. For the earth’s population to persist at a level of consumption equivalent to the average person in the United States, the authors argue that we would need at least two more planets. In addition to discussing the rationale for Ecological Footprint concept, the text explains Footprint calculations and applications, and links these to a general list of strategies to develop sustainability.

Walter, Leal Filho. 2000. Sustainability and University Life: Peter Lang.

Walljasper, Jay. 2010. All That We Share: How to Save the Economy, the Environment, the Internet, Democracy, Our Communities and Everything Else that Belongs to All of Us. New Press.

Wann, D. 2007. Simple Prosperity: Finding Real Wealth in a Sustainable Lifestyle. New York: St. Martins’ Press.

Weaver, John A, Peter M Appelbaum, and Marla Morris. 2001. (Post) Modern Science (Education): Propositions and Alternative Paths: Peter Lang.

Weintraub, Linda. Environmentalities: Twenty-Two Approaches to Eco-art. Rhinebeck, NY: Artnow Publications, 2007.

White, Stephen K. 2009. The Ethos of a Late-Modern Citizen: Harvard University Press.

Wilson, E. O. 2002. The Future of Life, Knopf.

Wissenburg, Marcel. 2001. “Sustainability and the Limits of Liberalism.” in Sustaining Liberal Democracy. M. Wissenburg and J. Barry Eds. Palgrave.

Wissenburg, M. L.J. 1998. Green liberalism: The free and the green society: Routledge.

Wood, Gillen D’Arcy. 2011.”What Is Sustainability Studies?” American Literary History. 24(1): 1-15.

Worldwatch Institute. 2010. Transforming Cultures: From Consumerism to Sustainability. State of the World 2010, The Worldwatch Institute.

Zalawiesicz, Jan, Mark Williams, Alan Haywood and Michael Ellis. 2011. “The Anthropocene: A New Epoch of Geological Time.” Philosophical Transactions of the Royal Society A. 369: pp. 835-41.

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