© 2018

Education, Arts and Sustainability

Emerging Practice for a Changing World


Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Table of contents

  1. Front Matter
    Pages i-x
  2. Mary Ann Hunter, Arnold Aprill, Allen Hill, Sherridan Emery
    Pages 1-11
  3. Mary Ann Hunter, Arnold Aprill, Allen Hill, Sherridan Emery
    Pages 13-33
  4. Mary Ann Hunter, Arnold Aprill, Allen Hill, Sherridan Emery
    Pages 35-45
  5. Mary Ann Hunter, Arnold Aprill, Allen Hill, Sherridan Emery
    Pages 47-60
  6. Mary Ann Hunter, Arnold Aprill, Allen Hill, Sherridan Emery
    Pages 61-73
  7. Mary Ann Hunter, Arnold Aprill, Allen Hill, Sherridan Emery
    Pages 75-81
  8. Mary Ann Hunter, Arnold Aprill, Allen Hill, Sherridan Emery
    Pages 83-93
  9. Mary Ann Hunter, Arnold Aprill, Allen Hill, Sherridan Emery
    Pages 95-107

About this book


This book addresses this challenge by proposing an integration of sustainability and arts education in both principle and practice. 

In a global context of intensifying social, economic and environmental crises, education is key to raising awareness and motivating individuals and communities to act in sustaining life in our more-than-human world. But how is this done when the complexity and need for change becomes overwhelming, and schooling systems become complicit in supporting the status quo?

Drawing on critical education theory and precepts of creativity, curiosity and change, it documents a series of case examples that demonstrate how five principles of Education for Sustainability - critical thinking, systems thinking, community partnership, participation, and envisioning better futures - are found at the heart of much arts practice in schools. Featuring the creative work and voices of teachers working in arts-based enquiry and diverse community-engaged contexts, the book investigates how sustainability principles are embedded in contemporary arts education thinking and pedagogy.  The authors are unapologetically optimistic in forming an alliance of arts and sustainability education as a creative response to the challenge of our times, arguing that while they may have operated on the margins of conventional pedagogy and curriculum, they have more than marginal impact. 


Arts education Creative pedagogy Critical literacy Critical pedagogy Cultural diversity Drama education Education for Sustainability Experiential learning Inquiry based learning Intergenerational learning Learning through curiosity Place responsive pedagogy Social constructivism Sustainability education Teacher professional development Teacher professional standards Third space Transformative education Visual arts education systems thinking

Authors and affiliations

  1. 1.University of TasmaniaHobartAustralia
  2. 2.Arts and Learning ConsultantChicagoUSA
  3. 3.Ara Institute of CanterburyChristchurchNew Zealand
  4. 4.University of TasmaniaLauncestonAustralia

About the authors

Mary Ann Hunter is Senior Lecturer in Arts Education at the University of Tasmania where she researches in the fields of arts education and peace building.  She coordinated the Curious Schools project with Sherridan Emery and has current interests in artist pedagogies and the role of curiosity in educational and applied arts encounters. Mary Ann has worked in government, media, creative industry and community-based positions, including as coordinator with Aboriginal arts-based mentoring and alternative education program, meenah mienne. 

Arnold Aprill is an award-winning director, producer and playwright, and founded the Chicago Arts Partnerships in Education (CAPE) in 1993 and the Radical Compliance Arts and Learning Laboratory in 2013. As one of the co-designers of Habla: the Center for Language and Culture in Merida, Mexico., Arnold has lectured at numerous U.S. universities and consults nationally and internationally on the role of the arts in effective school improvement. 

Allen Hill is Principal Lecturer in Sustainability and Outdoor Education at ARA Institute of Canterbury, Aotearoa New Zealand, and is adjunct Senior Lecturer in the School of Education, University of Tasmania. Dr Hill’s professional career is characterized by a strong concern for issues of justice, equality, sustainability, transformation, and citizenship, with a focus on how education can contribute to a more sustainable future through healthy people, healthy communities, and healthy environments.

Sherridan Emery is a doctoral student in the Faculty of Education, University of Tasmania, where she is investigating the concept of cultural wellbeing in classroom communities. Sherridan is actively engaged in international research collaborations in the field of early childhood education for sustainability and in postgraduate student wellbeing. She is a research assistant on the Australian Research Council project, ‘Improving student learning and wellbeing in low SES schools’. 

Bibliographic information

  • Book Title Education, Arts and Sustainability
  • Book Subtitle Emerging Practice for a Changing World
  • Authors Mary Ann Hunter
    Arnold Aprill
    Allen Hill
    Sherridan Emery
  • Series Title SpringerBriefs in Education
  • Series Abbreviated Title SpringerBriefs in Education
  • DOI
  • Copyright Information The Author(s) 2018
  • Publisher Name Springer, Singapore
  • eBook Packages Education Education (R0)
  • Softcover ISBN 978-981-10-7708-1
  • eBook ISBN 978-981-10-7710-4
  • Series ISSN 2211-1921
  • Series E-ISSN 2211-193X
  • Edition Number 1
  • Number of Pages X, 107
  • Number of Illustrations 1 b/w illustrations, 5 illustrations in colour
  • Topics Creativity and Arts Education
    Learning & Instruction
    Educational Philosophy
  • Buy this book on publisher's site