Abstract
This final case study is an exploration of the sustainability education principle of partnerships for change. It focuses on our (the authors’) experience planning and hosting a teacher professional learning event on the integration of arts and sustainability education. With our discussion of this event, we hope to illustrate how committing to these ARIES sustainability principles means enacting them in one’s own daily spheres of activity and influence; and, for us, this is in working with teachers, artists, and researchers. Here, we describe our process of planning for the event to illustrate our own partnership for change. We then address this principle in greater detail through examples from the day’s events (Fig. 7.1).
[I want to] continue to become more informed about issues, exploring multiple perspectives, looking for the voices that are silenced or marginalised, and to speak up when I think there are issues that matter.
Teacher participant, Arts and Sustainability Professional Learning Day
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Hunter, M.A., Aprill, A., Hill, A., Emery, S. (2018). Reorienting Teacher Professional Learning (Partnerships for Change). In: Education, Arts and Sustainability. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-7710-4_7
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DOI: https://doi.org/10.1007/978-981-10-7710-4_7
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