Eurig Scandrett – författare

Struggles for environmental justice involve communities mobilising against powerful forces which advocate ‘development’, driven increasingly by neoliberal imperatives. In doing so, communities face questions about their alliances with other groups, working with outsiders and issues of class, race, ethnicity, gender, worker/community and settler/indigenous relationships. Written by a wide range of international scholars and activists, contributors explore these dynamics and the opportunities for agency and solidarity. They critique the practice of community development professionals, academics, trade union organisers, social movements and activists and inform those engaged in the pursuit of justice as community, development and environment interact.

Struggles for environmental justice involve communities mobilising against powerful forces which advocate ‘development’, driven increasingly by neoliberal imperatives. In doing so, communities face questions about their alliances with other groups, working with outsiders and issues of class, race, ethnicity, gender, worker/community and settler/indigenous relationships. Written by a wide range of international scholars and activists, contributors explore these dynamics and the opportunities for agency and solidarity. They critique the practice of community development professionals, academics, trade union organisers, social movements and activists and inform those engaged in the pursuit of justice as community, development and environment interact.

Leading academics take a distinctive new approach to the understanding of public sociology education in this perceptive new resource. Through pedagogical case studies and inter-contributor dialogues, they develop and challenge thinking in the field.Divided into three sections on the publics, knowledges and practices of public sociology education, it looks beyond the boundaries of academia to deliver fresh responses to key disciplinary questions including the purposes and targets of sociological knowledge.For students, academics and practitioners, it is a timely and thought-provoking contribution to debate about public sociology education.

Leading academics take a distinctive new approach to the understanding of public sociology education in this perceptive new resource. Through pedagogical case studies and inter-contributor dialogues, they develop and challenge thinking in the field.Divided into three sections on the publics, knowledges and practices of public sociology education, it looks beyond the boundaries of academia to deliver fresh responses to key disciplinary questions including the purposes and targets of sociological knowledge.For students, academics and practitioners, it is a timely and thought-provoking contribution to debate about public sociology education.