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.

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

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