Schmitz CL, Matyók T, James C, Sloan LM. The relationship between social work and environmental sustainability: Implications for interdisciplinary practice The Brundtland Commission, formally the World Commission on Environment and Development, established by the United Nations in 1983, links peace, security, development and the environment claiming that war, poverty and structural violence result in the oppression and degradation of the human community as well as the physical environment. Likewise, human rights and social and environmental justice are intertwined, and social work, as a profession that collaborates across disciplines and within communities, is uniquely situated to provide leadership in the field of environmental studies. Its strong focus on human rights, social justice and community building creates a sound base from which to engage in the collaborative, creative, interactional processes required for environmental practice. This article seeks to discern a model for environmental social work within the context of interdisciplinary practice with peace and conflict workers and through the integration of inclusive models of economic development.

THE UNITED STATES IS A MULTICULTURAL, pluralistic society, challenged from its inception to educate for and about diversity. The immigration of Western Europeans from many cultures to a land already occupied by multiple Native American cultures required accommodation and assimilation in norms, language, and values (Takaki, 1993;Zinn, 1980). English was chosen as the national language by the colonial leadership and immigrants learned it at the expense of their own language and culture. Traditionally, the history ("his story") of the United States has been written from the European (male) perspective (Beard, 1995;Chomsky, 1993;Takaki, 1993). Facts have been omitted or distorted about the displacement of Native Americans, the alternating immigration and enslavement of Africans, the relationship with Latinos including the migration and displacement of Mexicans, and the bringing in of a labor force from China and Japan followed by the immigration of other Asians, Southeast Asians, and Pacific Islanders (Takaki, 1933;Zinn, 1980).The major institutions (government, schools, social welfare, banking, business) have been heavily influenced by western European, White Anglo-Saxon traditions and mores (Gollnick & Chinn, 1990). The increase in non-European populations and the dissatisfaction of people of color, women, gays and lesbians, the elderly, and people with disabilities, are bringing new demands for equity in education and employment, and an overall voice for change in institutional values (Beard, 1995). The various social movements espousing equity and equality intersect and must coalesce for true equity and lasting change.Currently, there is much discussion about multicultural education, particularly in fields such as social work and education. Many books exist on cross-cultural practice in the

The increase in female-headed single-parent families, and the high rates of poverty among them, caused by changing economic and social support structures, is an international phenomenon. The traditional negative focus on the deviance of this family structure has led to blaming unmarried women, rather than implementing economic and social support structures that could lift their families out of poverty. This article presents data on these families and suggests ways of reframing the dialogue to broaden the lens under which social work educators, students, and practitioners view single-mother families.The number of single-parent families in the United States, as in many parts of the world, is growing and, along with it, the level of poverty among women and children. In the United States, households headed by women are the poorest demographic group (Children's Defense Fund [CDF], 1991) and families headed by Hispanic and African American women have the highest level of poverty. The majority of the problems these families face are linked to their poverty and thus make them vulnerable to chronic stress from the difficulty of meeting basic

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Child poverty negatively impacts the development of children; family homelessness compounds the issues. Both have dramatically increased over the last two decades with far-reaching, poorly understood consequences. The impact of the instability of poverty and homelessness on children is often hidden or difficult to comprehend. Few studies critically examine the impact on a child's sense of safety and security. Using mixed method inquiry, this research sought to examine the effects of poverty and homelessness on children 8 to 12 years of age. The voices of the children illuminate the underlying strengths and vulnerabilities. Results indicate that homelessness leaves children feeling a decreased sense of support and an increased sense of isolation.

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