Abstract
This chapter explores the potential of art education to increase the power and reach of environmental learning in teacher education programmes and schools. The authors advocate for the inclusion of creativity, imagination and aesthetics as powerful pedagogical tools to provide a means for teacher educators of the arts to contribute towards positive environmental change. This entails a philosophical shift, one that better connects art education and environmental education, as well as a practical shift that reduces the waste and toxicity inherent to many art programmes. Descriptions of two different approaches to this reimagining of EE in Canada are provided. By sharing their experiences with integrating EE into their art education programmes, the authors discuss the benefits and challenges of reconceptualizing environmental education as artistic practice and aim to inspire others anywhere to do the same.
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Inwood, H., Ashworth, E. (2018). Reimagining Environmental Education as Artistic Practice. In: Reis, G., Scott, J. (eds) International Perspectives on the Theory and Practice of Environmental Education: A Reader. Environmental Discourses in Science Education, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-67732-3_3
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