Book Reviews 215 Intergenerational Learning and Transformative Leadership for Sustainable Futures Peter Blaze Corcoran and Brandon P. Hollingshead, editors (2014). The Netherlands: Wageningen Academic Publishers, 431 pages. $95.00 (hardback); ISBN: 978-90-8686-242-8. ______________________________________________________________ How can environmental education, intergenerational learning and transformative leadership intersect to create a better future for mankind? This big question recurs throughout this timely edited collection as the chapters explore these different facets through diverse cultural settings. The fourth edited volume of the Dutch government-supported series on education and learning in the context of sustainability, this volume attempts to address critical questions such as: what is the role of intergenerational learning and transformative leadership in meeting the challenges of today’s global community? What are the necessary ethical frameworks, methodologies, curricula and tools for advancing and strengthening such education? With little available literature in intergenerational learning in the context of environmental education, this book represents an important contribution in this emerging area of inquiry. The book features a total of 30 chapters divided into three parts. Part one, entitled “Principles,” consists of eight chapters providing the key principles that set the theoretical and conceptual foundation for the book. The various chapters providing case analyses of higher institutional initiatives for sustainability education in this section further provide reflections on the purpose of higher education in an age of urgent need for sustainable futures. Part Two, entitled “Perspectives,” comprises eight chapters exploring a range of intergenerational learning and transformative leadership concerns and propositions, such as methodologies and approaches to facilitate intergenerational learning, and practical tools to foster leadership. More examples of global-to-local initiatives are presented in Part Three, which is entitled “Praxis.” Among its 14 chapters, eight focus on university centers on environment and sustainable development and their projects/programs. These descriptions and evaluations of university centers from different continents are particularly beneficial for educators who wish to learn how other university centers for environment and sustainable development grow their initiatives, build intergenerational environmental studies courses, foster collaboration and develop networking. In the remaining chapters, discussions range from international networks such as the role of UNESCO networks in facilitating regional cooperation for sustainable development, to descriptions and reflections on specific intergenerational projects. For example, a chapter describes the Buddy Experiment project under the International Union for the Conservation of Nature (IUCN) and Earth Charter International, where senior IUCN members are paired with young activists in intergenerational learning and mentoring. Book Reviews 216 Diversity serves as a dominant theme throughout the volume. The Director-General of UNESCO, Irina Bokova, affirms in the Forward of the book that this is a publication that offers an opportunity to “grasp the vitality, breadth and variety of ideas and practices in Education for Sustainable Development across the world” (17). The book’s diverse representations of cultures, as showcased in the global and local initiatives, broaden insights into how traditional ecological knowledge and socio-cultural understandings should inherently be part of the discourse on sustainability included in learning and leadership. The authors of the Introduction drive a powerful point that there is no shortage of effective leadership but there is a need to cultivate transformative leadership for sustainability, which they emphasize is an adaptive process always manifesting itself “within a particular context, [which] employs local knowledge and respects local needs and customs” (29). A respect for diversity and recognition of the learning potential in local knowledge is what makes a truly effective transformative leader. For someone in the intergenerational education field, I see the incorporation of intergenerationality in learning and leadership as a significant contribution of new ideas into the field. In the spirit of diversity, the book has juxtaposed and expanded the different understandings of intergenerational learning, from the first step of deciding who is included in intergenerational learning, to the directions that intergenerational concerns are heading. For instance, as rightly pointed out in the Introduction, there is a need to move beyond the tendency to interpret intergenerationality as a focus only on children and youth, ignoring and marginalizing elders as vulnerable and disabled. In the age of global longevity, there is an increasingly urgent need to adopt a new perspective on the older generations as valuable...