This article considers the active role of the female citizen within sustainable advocacy. The notion of being an advocate or an activist relates to social, cultural, economic, and political dimensions, in which I locate sustainable citizenship through social and environmental justice, social change, equality, ethical understandings of humanity and the natural world, and renewable technologies (Gaard 2001, 2011; Carter 2013; Caldicott 2014, 2017). Ecofeminist and environmental justice scholarship contextualizes women’s struggle to exercise environmental active citizenship within patriarchal economic hierarchies (Rankin and Gale 2003; Mallory 2006; Smith and Pangsapa 2008; Spitzner 2009; Walby 2011; Maleta 2015). Uneven social dimensions of gender, class, status, power, and ethnicity/race have influenced the global environmental justice movement and the challenge of equal citizenship (Doyle 2005; Horton 2006; Carter 2007; Barry 2008; Clements 2008). Grassroots ecological activists around the world struggle for social justice against a background of economic opportunism and exploitation (Stein 2004; Mellor 2009; Maleta 2011a, 2011b; Cockburn 2012). Although citizenship is historically connected with masculinity/men, women’s activism is challenging gender representations. Feminism also challenges current governance structures. The article concludes that women grassroots campaigners and politicians of diverse sociocultural backgrounds play a strong leadership role in the future of sustainable citizenry. Also, the greater unity of women in the global North and South is a stage for renewables economic reforms (Shiva 2014, 2016).
By their nature, gardens embody diversity. This article explores the cultural significance and value of school gardens for diverse communities in restoring and reclaiming their physical, mental, emotional, and spiritual health and resilience through stories, myths, and practical examples. It highlights details for experiential dimensions of garden based learning education. Grounded in the research-based, seven-fold benefits of garden-based sustainability education, this article is the international collaborative effort of garden researcher-practitioners from indigenous, multicultural, urban, biocultural, and STEM perspectives from over a half dozen different diversity-intensive urban learning gardens in the Pacific Northwest. It also describes dynamic experiential teaching approaches for sharing stories and engaging with hands-on approaches to garden-based learning at multiple scales and modes. Vivacious, research-based garden learning from regional learning gardens activates urban learning gardens as sites of diversity-enhancing sustainability education, nurturing the resilience and collaborative creativity required for biocultural flourishing.
Changes in Brazil’s climate have aggravated drought conditions, yet the government continues to favor populist policies over ensuring sustainable energy and water resources. This paper analyses the underlying environmental and policy conditions that have led to Brazil’s current power and water crisis and argues in favor of an overhaul of the federal energy infrastructure to reduce political influence in a regulated market and to improve initiatives of reforestation to mitigate the effects of climate change. The effects of poor climate and energy policies so clearly manifested in the Brazilian crisis should serve as a warning to other countries that sustainability is a choice, not a causal eventuality.