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The emergence of voluntary corporate codes of conduct since the
early 1990s is both a manifestation of and a response to the
process of globalization. They have been part of a more general
shift away from state regulation of transnational corporations
towards and emphasis on corporate self-regulation in the areas of
labour and environmental standards and human rights. This work
provides a critical perspective on the growth and significance of
corporate codes with a particular focus on working conditions and
labour rights. It brings together work by academics, practitioners
and activists.
This book is a comprehensive guide on how to teach sustainable
consumption in higher education. Teaching and Learning Sustainable
Consumption: A Guidebook systematizes the themes, objectives and
theories that characterize sustainable consumption as an
educational field. The first part of the book discusses approaches
to teaching and learning sustainable consumption in higher
education, including reflections on how learning occurs, to more
practical considerations like how to set objectives or assess
learning outcomes. The second part of the book is a dive into
inspiring examples of what this looks like in a range of contexts
and towards different aims - involving 57 diverse contributions by
teachers and practitioners. Building on the momentum of a steady
increase in courses addressing sustainable consumption over the
past decade, this guidebook supports innovative approaches to
teaching and learning, while also bringing to the fore conceptual
debates around higher education and sustainability. Overall, this
book will be a seminal resource for educators teaching about
sustainability and consumption. It will help them to navigate the
specifics of sustainable consumption as a field of scholarship, and
design their teaching approaches in a more informed, competent,
creative way.
This book is a comprehensive guide on how to teach sustainable
consumption in higher education. Teaching and Learning Sustainable
Consumption: A Guidebook systematizes the themes, objectives and
theories that characterize sustainable consumption as an
educational field. The first part of the book discusses approaches
to teaching and learning sustainable consumption in higher
education, including reflections on how learning occurs, to more
practical considerations like how to set objectives or assess
learning outcomes. The second part of the book is a dive into
inspiring examples of what this looks like in a range of contexts
and towards different aims - involving 57 diverse contributions by
teachers and practitioners. Building on the momentum of a steady
increase in courses addressing sustainable consumption over the
past decade, this guidebook supports innovative approaches to
teaching and learning, while also bringing to the fore conceptual
debates around higher education and sustainability. Overall, this
book will be a seminal resource for educators teaching about
sustainability and consumption. It will help them to navigate the
specifics of sustainable consumption as a field of scholarship, and
design their teaching approaches in a more informed, competent,
creative way.
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