The electric transportation (ET) and electric vehicle (EV) landscape is currently inequitable and inaccessible for many living in the Phoenix area. This is especially true for people without single-occupancy vehicles (SOVs), who are reliant on public transit, or do not live in the Metropolitan center. Transit is intricately related to the environment and, due to societal and political structures, most of these environmental injustices are concentrated in low-income and minority communities. The lack of political representation within these communities has led to increased exposure to a variety of issues. Equitable transportation has also suffered due to a significant gap in addressing the needs of these underserved communities (Bolin, et al., 2005). The concentration of inequities and environmental injustices is a direct result of the lack of representation. Therefore, equitable and inclusive collaboration on solutions is required in order to maintain fairness and access, (Clement, 2020) considering the legacy of institutional harm within historically marginalized communities. The TE Activator was created by Salt River Project (SRP) and Anthesis Group, a sustainability consulting agency. The Activator is a group of Phoenix-area organizations interested in shaping the ET landscape to positively influence the well-being of Arizonans. With this in mind, they have asked our team to focus on making the transition to electric transportation equitable and inclusive. Our report details the current state of electric transportation nationally and locally, analyzes equitable EV/ET programs and utility plans across the country, and reviews the City of Tempe’s electric transportation related efforts. For this, we conducted listening sessions with a national expert, the City of Tempe, Tempe Community Action Agency, and CHISPA, creating a Community Listening Pilot Project based on the preliminary listening sessions. Through our research, listening, and discussions we compiled tiered recommendations for the TE Activator that suggest systemic policy changes based on community priorities. Accompanying the report is an Equity Roadmap, Community Listening Script, and one-page Debrief.

The ecological impact of energy production and consumption is often relegated in analytical accounts of the evolution of energy systems, where production and consumption patterns are analysed as the interaction of social, economic and technological factors. Ecological and social–ecological dynamics are, we argue, critical in the context of imperatives for access to modern energy services that are inadequate for significant sections of the world's population. The ecological impacts of energy use are often analysed as a set of externalities, many of which are uncertain or unquantifiable, particularly if they stem from earth system change such as anthropogenic climate change. Here we outline the benefits from analysing energy systems as social–ecological systems. We review the extensive literature from ecology and resilience theories, and compare the analytical domains, major findings and emphasis of social–ecological systems with socio-technical transition research. We illustrate these differences with the example of the multi-scale impacts of biofuel expansion. We show that social–ecological systems research combines analysis of interactions with ecological systems and power relations between actors in energy systems, and has the potential to do so across production, distribution and consumption domains whilst illustrating the dynamics of such energy systems, identifying potential trade-offs and regime shifts.

Faced with numerous seemingly intractable social and environmental challenges, many scholars and practitioners are increasingly interested in understanding how to actively engage and transform the existing systems holding such problems in place. Although a variety of analytical models have emerged in recent years, most emphasize either the social or ecological elements of such transformations rather than their coupled nature. To address this, first we have presented a definition of the core elements of a social-ecological system (SES) that could potentially be altered in a transformation. Second, we drew on insights about transformation from three branches of literature focused on radical change, i.e., social movements, socio-technical transitions, and social innovation, and gave consideration to the similarities and differences with the current studies by resilience scholars. Drawing on these findings, we have proposed a framework that outlines the process and phases of transformative change in an SES. Future research will be able to utilize the framework as a tool for analyzing the alteration of social-ecological feedbacks, identifying critical barriers and leverage points and assessing the outcome of social-ecological transformations.

The purpose of applying social-ecological resilience thinking to food systems is twofold: First, to define those factors that help achieve a state in which food security for all and at all scales is possible. Second, to provide insights into how to maintain the system in this desirable regime. However, the resilience of food systems is distinct from the broader conceptualizations of resilience in social-ecological systems because of the fundamentally normative nature of food systems: humans need food to survive, and thus system stability is typically a primary policy objective for food system management. With that being said, society also needs food systems that can intensify sustainably i.e., feed everybody equitably, provide livelihoods and avoid environmental degradation while responding flexibly to shocks and uncertainty. Today’s failure in meeting food security objectives can be interpreted as the lack of current governance arrangements to consider the full and differential dimensions of food system functions – economic, ecological and social – at appropriate scales: in other words, the multifunctionality of food.

We focus on functional and response diversity as two key attributes of resilient, multifunctional food systems; respectively, the number of different functional groups and the diversity of types of responses to disturbances within a functional group. Achieving food security will require functional redundancy and enhanced response diversity, creating multiple avenues to fulfill all food system objectives. We use the 2013-15 drought in California to unpack the potential differences between managing for a single function – economic profit – and multiple functions. Our analysis emphasizes how the evolution of the Californian food system has reduced functional and response diversity and created vulnerabilities. Managing for the resilience of food systems will require a shift in priorities from profit maximization to the management for all functions that create full food security at multiple scales.

This article identifies equity outcomes associated with three biofuel systems in Brazil, Ethiopia and Guatemala. Acknowledging that winners and losers are socially and politically generated, the article identifies some of the factors behind the distribution of winners and losers along different stages of three sugarcane-ethanol supply chains. Analysing the outcomes for equity within each case study reveals an uneven distribution that we argue is related to the procedure and structure of the given sugarcane-ethanol system, and the recognition of the impacts on different actors within those structures. Increasing equity in sugarcane-ethanol systems will require greater openness in decision making processes, in order that multiple voices are taken into account in the promotion, production and consumption of biofuels – particularly those of smaller and less powerful actors.

Background: Household activities are responsible for up to 80% of direct and indirect greenhouse gas emissions in the United States. These greenhouse gas emissions come from activities including actions taken in relation to food, energy, and water (FEW) resource consumption. Therefore, actions taken at a household level have the potential to significantly reduce greenhouse gas emissions. A game-based learning approach can be used to educate youth on what actions they can take around their household to reduce their carbon footprint. <br/>Aim: FEWS for change is a first player role-playing game developed to educate high school students on how their actions impact the FEW resources and carbon emissions. The game also aims to measure how player’s beliefs and worldview effect their game play regarding sustainability and the environment. <br/>Methods: We developed the FEWS (Food, Energy, and Water Systems) for Change role-playing game based on transdisciplinary research of the food, energy, and water nexus, social, economic, and environmental factors. We piloted the game with a few students for initial results and will have a high school classroom pilot the game in mid-May.<br/>Preliminary Results: Results from the 4 participants demonstrated achievement of the learning goal of the pilot testing. This is objective was met by measuring the players improvement on the postsurvey compared to the presurvey. Due to limitations of time and virtual facilitation of this game, the other two learning objectives could not be measured in this initial pilot because not all post-game activities were included which are needed to measure the other learning objectives. When the game is piloted in mid-May, the other two learning objectives will be tested and measured.

This paper is a reflection on the background, planning, development, and, implementation of the Climate Action Leadership Program (CALP). The 21st Century has been named the “century of the environment”. This program builds the next generation of leaders who are pursuing solutions to climate change. The program is result of professional and scientific research in the areas of education and sustainability that uncovers the lingering sustainability education gap within the U.S. public school system. Research methodology applied combined qualitative and quantitative data analysis approach, including surveys, observations, and, academic research. The results show there are few programs in grades 8th to 12th, a crucial demographic, incorporating sustainability leadership education training or teaching the fundamental principles of sustainability in the public school curriculum.
We can no longer assume that social and environmental challenges such as pollution, dwindling resources and climate change can be set-aside for future generations. The creation of sustainability leadership education programs would properly prepare students for the greatly important, globally recognized social and environmental issues they actually face throughout their education, and professional practice. The compulsion to act is the outcome of the Climate Action Leadership Program. CALP is designed to create the next generation of sustainability leaders by transforming thoughts and ideas into effective climate action. Students learn how to build personal resilience, tell compelling stories and foster sustainable behavior in their own school communities.