Please Note:

The Open Access Repository will be moving to a new authentication system on the 1st of November.

From this date onwards, account holders will be required to login using their University of Tasmania credentials.
If your current repository username differs from your University username, please email E.Prints@utas.edu.au so we can update these details on your behalf.

Due to the change, there will be a short outage of the repository from 9am on the morning of the 1st of November

Open Access Repository

Making the case for "Arts for Sustainability": A study of educators views of Education for Sustainability

Downloads

Downloads per month over past year

Emery, SG (2013) Making the case for "Arts for Sustainability": A study of educators views of Education for Sustainability. Coursework Master thesis, University of Tasmania.

[img]
Preview
PDF (Emery S M Ed Thesis Arts for Sustainability)
Emery_Sherridan...pdf | Download (2MB)
Available under University of Tasmania Standard License.

Abstract

The Decade of Education for Sustainable Development (2005-2014) is entering its closing stages and still the field of Education for Sustainability has not achieved the paradigm-shift required to progress beyond its present stasis in the realm of environmental education. In seeking to conceptualise new ways of effecting transformative EfS, this qualitative research explores teachers’ perspectives of sustainability education and their perceptions of connections between arts education and Education for Sustainability.

A study of teachers’ perspectives was undertaken involving semi-structured interviews conducted with a purposive sample of five teachers following their participation in two EfS professional learning (PL) events during 2012. Clarke and Hollingsworth’s (2002) model of teacher professional growth provided the framework for analysing the teachers’ reports of change in their personal domain (knowledge and values) and their domain of practice resulting from their participation in the PL events. Findings from the study revealed that teachers identified arts rich education as a powerful transformative pedagogy for engaging students in EfS.

Participation in the arts engages children emotionally and cognitively, and in so doing can affect children’s values and motivate them to take action. EfS calls for children to value their planet and become active agents of change. This thesis concludes that the fields of arts education and EfS attend to concepts and goals that are each fundamental to the other and provides a conceptualisation of Arts for Sustainability as a new field in education.

Item Type: Thesis (Coursework Master)
Keywords: education for sustainability, arts, arts for sustainability, capacity building, professional learning, teachers’ perspectives, values, pedagogies
Additional Information:

Copyright the Author

Date Deposited: 25 Aug 2014 03:58
Last Modified: 11 Mar 2016 05:52
Item Statistics: View statistics for this item

Actions (login required)

Item Control Page Item Control Page
TOP