In recent years, there has been growing interest in applying social practice theory to theorizing consumption, specifically in relation to transforming practices that have problematic environmental impacts. In this paper, we address the questions: how do changes in practices occur, and what are the levers for influencing change towards more sustainable consumption practices? We argue that a view of agency distributed across people, things and social contexts is fruitful. We also explore learning through membership in communities of practice, where people are involved in experiments with or exposure to new practices. We relate three case studies in the arena of food consumption practices then discuss the practicalities and pitfalls involved in translating social practice approaches into practicable recommendations for encouraging more sustainable forms of consumption.

In light of the environmental consequences of linear production and consumption processes, the circular economy (CE) is gaining momentum as a concept and practice, promoting closed material cycles by focusing on multiple strategies from material recycling to product reuse, as well as rethinking production and consumption chains toward increased resource efficiency. Yet, by considering mainly cost-effective opportunities within the realm of economic competitiveness, it stops short of grappling with the institutional and social predispositions necessary for societal transitions to a CE. The distinction of noncompetitive and not-for-profit activities remains to be addressed, along with other societal questions relating to labor conditions, wealth distribution, and governance systems. In this article, we recall some underlying biophysical aspects to explain the limits to current CE approaches. We examine the CE from a biophysical and social perspective to show that the concept lacks the social and institutional dimensions to address the current material and energy throughput in the economy. We show that reconsidering labor is essential to tackling the large share of dissipated material and energy flows that cannot be recovered economically. Institutional conditions have an essential role to play in setting the rules that differentiate profitable from nonprofitable activities. In this context, the social and solidarity economy, with its focus on equity with respect to labor and governance, provides an instructive and practical example that defies the constraints related to current institutional conditions and economic efficiency. We show how insights from the principles of the social and solidarity economy can contribute to the development of a CE by further defining who bears the costs of economic activities. Keywords:circular economy flow fund model industrial ecology institutional economics labor social and solidarity economy Conflict of interest statement: The authors have no conflict to declare.

Sustainable agrifood systems are critical to averting climate-driven social and ecological disasters, overcoming the growth paradigm and redefining the interactions of humanity and nature in the twenty-first century. This Perspective describes an agenda and examples for comprehensive agrifood system redesign according to principles of sufficiency, regeneration, distribution, commons and care. This redesign should be supported by coordinated education and research efforts that do not simply replicate dominant discourses on food system sustainability but point towards a post-growth world in which agroecological life processes support healthy communities rather than serving as inputs for the relentless pursuit of economic growth.

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In this article, we explore the possibilities for a transformation toward more sustainable energy usage by engaging with mundane activities, such as doing the laundry. Across European households, laundry practices rely on social norms and material arrangements, which makes these practices rather "sticky" and resistant to change. Through the lens of consumption corridors, and accounting for wellbeing in relation to the basic needs of participation, health, and autonomy, we study laundry practices and their transformation in 73 Finnish and Swiss households that took part in a challenge to reduce their weekly wash cycles by half over a four-week period in autumn 2018. By using both qualitative and quantitative data, we analyze how participants defined minimum and maximum standards for cleanliness and convenience, for themselves and for others, over the course of the challenge period. Specifically, we consider how the sequencing of tasks associated with "doing the laundry" changed, as well as the significance of social relations and sensations in representations of social norms. The participants' experiences helped uncover how setting limits toward consumption corridors can be achieved, whereby reductions in consumption can result in sustainable wellbeing.

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Sustainable consumption (SC) is a growing area of research, practice and policy-making that has been gaining momentum in teaching programs among higher education institutions. Understanding how, in what way, and what we consume, in relation to environmental integrity and intra/inter-generational equity, is a complex question, all the more so when tied up with questions of social change, justice and citizenship. To understand and address (un)sustainable consumption, different disciplines and related methodologies are often brought together, ranging from sociology, economics and psychology, to political science, history and environmental engineering. Combining and indeed transcending disciplinary approaches is necessary, and what better place to explore these approaches than in the classroom? In this article, a review of sustainable consumption teaching is presented in relation to learning competencies, with discussions around emerging topics related to this theme, as well as promising approaches towards transdisciplinary learning. Examples of how action-oriented, learner-cantered and transformative approaches can be put into practice are also provided. In the conclusion, emerging trends are discussed, along with challenges and opportunities for teaching sustainable consumption in the future. Highlights • 49 survey respondents provided data about 58 courses related to "sustainable consumption" • Social change is an emerging theme, as well as the moral dimension of economics and markets • Transformative learning is a key learning approach, which presents tensions in the dual role of students as consumers and citizens • Transdisciplinary learning is gaining in popularity, but representing a diversity of worldviews remains a challenge

This article provides a snapshot of social and solidarity economy (SSE) institutions and activities in two differing regions of the world in order to reflect on how the SSE is being conceptualized and practised in varying contexts and cultures. The SSE is a growing social movement that includes a range of activities that share common values, including solidarity and mutual support, with a focus on community level development. We consider the case of Geneva, Switzerland -where the APRES Chamber federates more than 260 SSE enterprises -and that of Metro Manila, the Philippines -where Asia's solidarity economy council is headquartered. Our main findings are that actors in Geneva are more focussed on putting established SSE guiding principles into practice within their organizations at the community level, while actors in Metro Manila are engaged in a broader vision of achieving solidarity across supply chains and throughout the country. We conclude that the SSE has the potential to become the economy of sustainability, working towards more sustainable community development. For this, greater coherence is needed, not only within organizations, but between activities, communities and regions of the world.