Chapter 4: Just Sustainability in Practice

Having read Chapter 3, “Just Sustainability in Theory”, it made sense to continue with Chapter 4, “Just Sustainability in Practice.” This section of the book takes five sustainability category issues, and within each section sites 3 examples of organizations that receive the highest just sustainability ranking (on a scale from 0 to 3). The majority of organizations sited are able to combine the practice of increasing sustainability while at the same time incorporating historically disenfranchised segments of the population so that economic and educational opportunities are increased. The five categories examined are: land-use planning, solid waste management, toxic chemical use, residential energy use, and transportation planning.

I really enjoyed reading this chapter, because it reminded me that the theories about which we are learning really do have practical and successful applications. I especially appreciated the mention of groups that were able to organize to prevent municipalities from constructing detrimental structures in already disadvantaged communities (examples being the transit village in Oakland, California and the Green Institute in Minneapolis, Minnesota). This is similar to what Professor Reardon discussed in class, however, the community group in East St. Louis was able to alter city plans so that a transportation center would be running through the neighborhood. They were able to spot an opportunity (increased transportation to higher paying jobs) and press the city to change their original plans so that their community would not be left behind.

What I really like about Chapter 4 is that throughout the section there were several mentions of the education processes that go into creating more just sustainable practices. There really is a lot of government and non-profit programs that help citizens live more environmentally conscious, but not enough people are aware of them. For instance, the Los Angeles Bus Riders Union has “begun a Student Pass campaign to simplify the process for students applying for student transit passes and to lower their costs.” Another example is Communities for a Better Environment in Oakland, which helps Californians to become more informed abut energy issues and potential threats to the community. Not only does education help people to become more aware of their environment, but it also provides an opportunity for people to bridge gaps and communicate with each other in socially healthy ways.