ABSTRACT
This paper identifies an emerging commonality between the professional spheres of planning, education and social or community work constellating around the concept of sustainable development (SD). It explores the contested nature of the concept of SD giving rise to a wide variety of sometimes conflicting ‘readings’. It then goes on to advocate a ‘strong’ reading of SD, namely ‘Just Sustainability’, which lays particular stress on ‘social justice’, ‘environmental justice’ and inclusion. This, in turn, is understood to require a form of education which is empowering and is referred to as ‘Education for Just Sustainability’ (EJS). A particular focus of such work is the empowerment of local communities to understand and take action in their home localities. Therefore, place-based education is presented as an orientation suited to progressing EJS. A number of illustrative examples are presented to demonstrate the potential for such an educational approach. Finally, some concluding observations are made as to the potential and requirements for place-based EJS in the UK and other contexts.
