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Contributions from Social Theory to Sustainability for All

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  • Ramon Flecha

    (Department of Sociology, University of Barcelona, 08034 Barcelona, Spain)

Abstract

The sustainability of societies is an issue of utmost importance for humankind. This is reflected in the 17 Sustainable Development Goals, which highlight the main challenges that citizens face, including underserved groups, and set the path for finding solutions to overcome them. The achievement of the SDGs for 2030 is setting not only the political agenda, but also the scientific one. From the field of social sciences, an issue that remains underexplored is the contributions (or lack thereof, in some occasions) from social theory to the consolidation of more sustainable societies, including the underserved groups. In this vein, the aim of this article is to provide robust evidence on how social theory has contributed to such improvement and is still doing it. To this end, it provides an analysis of how the advancements made from social theory with social impact have contributed to the achievement of the SDGs. Alongside, this article also presents how some theories that never had social impact at their core have hindered the improvement of societies. This dual approach provides a clear picture of the role that social theory can play in the achievement of the SDGs, as well as evidence towards the overcoming of exclusionary theories with no scientific basis.

Suggested Citation

  • Ramon Flecha, 2020. "Contributions from Social Theory to Sustainability for All," Sustainability, MDPI, vol. 12(23), pages 1-11, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:23:p:9949-:d:452529
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    References listed on IDEAS

    as
    1. Jorge Luis García & James J. Heckman & Duncan Ermini Leaf & María José Prados, 2020. "Quantifying the Life-Cycle Benefits of an Influential Early-Childhood Program," Journal of Political Economy, University of Chicago Press, vol. 128(7), pages 2502-2541.
    2. Jorge Luis García & James J. Heckman & Duncan Ermini Leaf & María José Prados, 2016. "The Life-cycle Benefits of an Influential Early Childhood Program," NBER Working Papers 22993, National Bureau of Economic Research, Inc.
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    Cited by:

    1. Javier Díez-Palomar & Marta Font Palomar & Adriana Aubert & Carme Garcia-Yeste, 2022. "Dialogic Scientific Gatherings: The Promotion of Scientific Literacy Among Children," SAGE Open, , vol. 12(4), pages 21582440221, October.
    2. Rosa Valls-Carol & Garazi Álvarez-Guerrero & Garazi López de Aguileta & Álvaro Alonso & Marta Soler-Gallart, 2021. "Citizen Debates in Social Networks about Didactic Resources for Mathematics," IJERPH, MDPI, vol. 18(21), pages 1-11, November.
    3. Gloria Janeth Murillo-Aviña & Sialia Karina Mellink-Méndez & Josué Aarón López-Leyva & Víctor Manuel Ramos-García, 2022. "Challenges and Opportunities Post Pandemic of Organizational Ergonomics to Promote the Social Sustainability in Cultural and Creative Industries: A Critical Review and Future Research Agenda," Sustainability, MDPI, vol. 14(22), pages 1-16, November.
    4. Esther Oliver & María Carmen Llasat & Montserrat Llasat-Botija & Javier Díez-Palomar, 2021. "Twitter’s Messages about Hydrometeorological Events. A Study on the Social Impact of Climate Change," Sustainability, MDPI, vol. 13(6), pages 1-24, March.

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