Global environmental governance has emerged as a prominent subfield in political science, international relations, public policy, law, and environmental studies in the past two decades as global environmental change has accelerated and the social science disciplines seek ways to explain and address such change. It has also become an important topic in international political and policy negotiations as governments create new institutions for environment and sustainability and reform existing ones. Accordingly, universities around the world have added courses on global environmental governance, politics, and policy to their curricula across departments and disciplines.
Teaching global environmental governance, however, presents a dual challenge. One challenge is to understand and conceptualize global environmental governance as both a theoretical construct and a policy imperative in a dynamic, rapidly evolving geophysical and geopolitical context. The second is to communicate this knowledge to students in ways that transcend traditional academic disciplines, expectations, and constraints and empower them to engage in local and global governance.
Below you will find a rich recommended literature on teaching global environmental governance and politics. For a list of courses about global environmental governance and politics worldwide, click here.
- Ivanova, Maria (2014), Teaching Global Environmental Governance, Upcoming book chapter.
- Global University Network for Innovation (2014), Higher Education in the World 5: Knowledge, Engagement and Higher Education: Contributing to Social Change. Hampshire, England: Palgrave Macmillan.
- ISSC, and UNESCO (2013), World Social Science Report 2013. Paris: Organisation for Economic Co-operation and Development.
- Pettenger, Mary, Douglas West and Niki Young (2013), ‘Assessing the Impact of Role Play Simulations on Learning in Canadian and US Classrooms’, International Studies Perspectives, doi: 10.1111/insp.12063.
- Levin, K., B. Cashore, S. Bernstein, and G. Auld (2012), ‘Overcoming the tragedy of super wicked problems: constraining our future selves to ameliorate global climate change’, Policy Sciences 45 (2), 123-152.
- United Nations Environment Programme (2012), Global Environment Outlook 5: Environment for the Future We Want. Valetta, Malta: UNEP and Progress Press.
- Carpenter, S.R., J.J. Cole, M.L. Pace, R. Batt, W.A. Brock, T. Cline, J. Coloso, J.R. Hodgson, J.F., Kitchell D.A. Seekell, L. Smith and B. Weidel (2011), ‘Early warnings of regime shifts: a whole-ecosystem experiment’. Science, 332, 1079–1082.
- Parker, Jenneth (2010), ‘Competencies for Interdisciplinarity in Higher Education’ International Journal of Sustainability in Higher Education, 11 (4), 325–38.
- Manteaw, Bob Offei (2009), ‘Education in Global Environmental Politics: Why the Discourse of Education for Sustainable Development Needs Attention’, International Journal of Environment and Sustainable Development, 9 (1-1), 74–90.
- Andonova, L. and R Mendoza-Castro (2008), ‘The Next Climate Treaty? Pedagogical and Policy Lessons of Classroom Negotiations’, International Studies Perspectives 9, 331–334.
- Dauvergne, Peter (2005), Handbook of Global Environmental Politics. Cheltenham, UK, Northampton, MA, USA: Edward Elgar Publishing.
- Folke, C., S. Carpenter, B. Walker, M. Scheffer, T. Elmqvist, L. Gunderson and C.S. Holling (2004), ‘Regime shifts, resilience, and biodiversity in ecosystem management’, Annual Review of Ecology and Systematics 35, 557–581.
- Maniates, Michael (ed) (2003). Encountering Global Environmental Politics: Teaching, Learning, and Empowering Knowledge. Lanham, MD, USA: Rowman & Littlefield.
- Princen, Thomas and Karl Steyaert (2003), ‘What Should the World Trade Organization Do?’, in Maniates, Michael (ed) (2003), Encountering Global Environmental Politics: Teaching, Learning, and Empowering Knowledge. Lanham, MD, USA: Rowman & Littlefield, pp. 163-180.
- Taylor, Peter (2003), ‘Nonstandard Lessons from the “Tragedy of the Commons”’ in Maniates, Michael (ed) (2003), Encountering Global Environmental Politics: Teaching, Learning, and Empowering Knowledge. Lanham, MD, USA: Rowman & Littlefield, pp. 87-106.
- Warshawsky, Howard (2003), ‘Confronting the Multidisciplinary Classroom’, in Maniates, Michael (ed) (2003), Encountering Global Environmental Politics: Teaching, Learning, and Empowering Knowledge. Lanham, MD, USA: Rowman & Littlefield, pp. 197-210.
- Crutzen, P.J. (2002), ‘Geology of Mankind’, Nature, 415 (6867), 23.
- Rittel, H.W.J. and M.M. Webber (1973), ‘Dilemmas in a general theory of planning’, Policy Sciences 4, 155-169.
- Dewey, J. (1916), Democracy and Education, New York, NY: Macmillan.