Abstract
This chapter explores how teachers can engage art and design students with sustainability. Different perspectives are drawn upon to reflect upon the barriers that exist in implementing curriculum change to increase students’ sustainable literacy in higher education. A co-operative inquiry approach is used as a model for participatory pedagogy and shows how practitioner-based research can lead to the enhancement of ESD. Findings suggest that exploring the relationship between ESD and art and design ‘signature pedagogies’ can be fruitful, especially as the former provide creative and playful approaches that allow complexity and anxiety inherent ESD and transformative learning to be expressed.
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Johnston, A., Leach, R., Sproat, H. (2016). Teaching Towards Sustainability Literacy in Art, Design and Fashion. In: Leal Filho, W., Pace, P. (eds) Teaching Education for Sustainable Development at University Level. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-319-32928-4_15
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