scholarly journals Subjectivation, togetherness, environment. Potentials of participatory art for Art Education for Sustainable Development (AESD)

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Helene Illeris
Keyword(s):  
Sustainable Development ◽  
Art Education ◽  
Education For Sustainable Development ◽  
Theoretical Concept ◽  
Community Art ◽  
Participatory Art ◽  
Art Form ◽  
Art Community ◽  
The Individual ◽  
The Hill

Through a process-oriented analysis of the participatory art project The Hill this article explores the relevance of participatory art projects for the development of AESD – Art Education for Sustainable Development. Inspired by Felix Guattari’s Three Ecologies (2008) the analysis moves through three sub-studies delving into three different aspects of the project. Each sub-study adopts two overlapping analytical ‘lenses’: The lens of a contemporary art form (performance art, community art, and site-specific art) and the lens of a related theoretical concept (subjectivation, togetherness, environment). The aim is to propose art educational ideas and strategies that stimulate students to challenge the current political, economic and environmental situation. Central questions addressed by the article are: How can educators use contemporary artistic strategies to challenge essentialist and opportunistic self-understandings? What is the potential for participatory art forms to explore alternative and more sustainable conceptions of human subjectivity? How can art education work in favour of a sense of interconnectedness between the individual, the social and the environmental dimensions of being? In conclusion, the article proposes art education as a symbolic place for carrying out art-inspired experiments with how to live our lives in more sustainable ways.

scholarly journals Art Education for Sustainable Development

2021 ◽  
Vol 124 ◽  
pp. 10003
Author(s):  
Nurul Nisa Omar
Keyword(s):  
Sustainable Development ◽  
Art Education ◽  
Visual Analysis ◽  
Focal Point ◽  
Education For Sustainable Development ◽  
Communication Arts ◽  
Sustainable Living ◽  
Art And Design ◽  
Visual Elements ◽  
Colour Form

Through the process of visual analysis of an artwork called ‘Hidden’, this research article explores the relevance of art and design projects for the development of AESD - Art Education for Sustainable Development. ‘Hidden’ is the name of one of the paintings produced in an art project by the Faculty of Communication, Arts and Media at the International University of Malaya-Wales, Malaysia. The concept of the project is for lecturers and students to produce artwork that revolves around the message of sustainability and 90% of the artwork must use recycled waste materials. The visual analysis of ‘Hidden’ covers five aspects of visual elements which are composition, focal point, colour, form, and symbolic value. It was found that there are multiple deepening sustainability messages within the artwork through the analysis of the actual meaning of the image, the estimate changes in meaning over time, and the student's reflection and reaction. The main questions addressed by this article are: What are the complex ‘pool’ of sustainability messages generated through a single image? How producing art can stimulate students’ consciousness on the importance of sustainable living? In conclusion, this article proposes that AESD is a positive and useful approach for students to embrace the sustainability culture.

scholarly journals Why Context Matters for Educational Policy – Analysing Interactive Practice in the Governance of Education for Sustainable Development in Germany

2020 ◽  
Vol 2020 (04) ◽  
pp. 25-29
Author(s):  
Janne von Seggern ◽  
Mandy Singer-Brodowski
Keyword(s):  
Sustainable Development ◽  
Focus Group ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Educational Policies ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Civil Society Organisations ◽  
The Individual ◽  
International Character

The implementation of global educational policies such as Education for Sustainable Development (ESD) entails different national strategies despite its international character. In Germany, the transfer of ESD is characterized by a multi-actor process including representatives from academia, administration, civil society organisations (CSOs), and educational practice – coordinated by the national state. On the basis of five focus group discussions, we examined how the individual actors coordinated their actions in this process. The results show that the communicative interactions of multi-actor processes mirror the specificity of the education sectors’ structures and dynamics. In our analysis, we thus conclude that ESD governance is more than a question of national and regional structures: we argue that an understanding of the structures and cultures of the involved educational areas can contribute to a differentiated knowledge for future ESD policies.

scholarly journals Injection versus Extraction

Athanor ◽  
2019 ◽  
Vol 37 ◽  
pp. 37-52
Author(s):  
Yue Ren
Keyword(s):  
Social Issues ◽  
Vital Role ◽  
Community Art ◽  
Participatory Art ◽  
Socially Engaged Art ◽  
The Social ◽  
Art Practices ◽  
Art Community ◽  
Art And Activism ◽  
Interdisciplinary Scholarship

Socially Engaged Art (SEA) is a conventional yet emerging phenomenon at the broadest level. On one hand, art practices stimulated by and generated from social issues have taken a vital role along the development of modern and contemporary art, as we can now hardly indicate a single artwork that stands by its pure aesthetics; such situation only intensifies in the era of globalization, urbanization and information-explosion. On the other hand, while clusters of art practices appropriating and rebinding the social reality, a much longer list of analogous terminologies including public art, community art, participatory art, and activism art, are still enriching and complicating the concept SEA in the realm of interdisciplinary scholarship.

scholarly journals Integrating education for sustainable development into a higher education institution: beginning the journey

2019 ◽  
Vol 1 ◽  
pp. 9
Author(s):  
Richard Howarth ◽  
Tabani Ndlovu ◽  
Sihle Ndlovu ◽  
Petra Molthan-Hill ◽  
Helen Puntha
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Turning Point ◽  
Final Section ◽  
Education Institution ◽  
Education For Sustainable Development ◽  
Global Leader ◽  
The Individual ◽  
The Uk

Much of the current literature on integrating sustainability into HEIs is focussed on why HEIs should embrace sustainable development (SD) and what is still missing or hindering work and the integration of efforts. There is much less exploration of how SD has been interpreted at the individual HEI level and action taken as a result. This case study reflects on important elements of the journey Nottingham Trent University (NTU) in the UK has taken to integrate sustainability, focussing on key decisions and activity in 2009/10. In highlighting this, the authors seek to empower those looking to support and/or lead the embedding of Education for Sustainable Development (ESD), separately or as part of an integrated effort, in their own institution. Today in 2019, NTU is a global leader in integrating ESD as part of a wider SD agenda. The work which this paper presents, to understand and establish a baseline of key elements of NTU’s existing ESD activity and systems, was an important turning point.  Activities undertaken to review and assess ‘where are we now?’, primarily through an institution-wide survey in 2009/10, led to important insights and supported dialogue, as well as the connection and underpinning of core administrative elements of the NTU SD framework and systems. Further recommendations are given in the final section of this paper on other drivers that can help to embed ESD within an HEI.

scholarly journals A Study on the implication and implementation of education for sustainable development in school art education

2017 ◽  
Vol 51 (null) ◽  
pp. 27-61
Author(s):  
임혜원 ◽  
Jooyon Lee ◽  
나선엽 ◽  
공완욱 ◽  
최은영
Keyword(s):  
Sustainable Development ◽  
Art Education ◽  
Education For Sustainable Development

scholarly journals TRANSART. Transactions, Transferences and Transitions in Participatory Art

2018 ◽  
Vol 6 (3) ◽  
pp. 322
Author(s):  
Saioa Olmo Alonso
Keyword(s):  
Point Of View ◽  
Transactional Analysis ◽  
Artistic Practice ◽  
Community Art ◽  
Participatory Art ◽  
Freudian Psychoanalysis ◽  
Collaborative Art ◽  
Relational Art ◽  
Art Community ◽  
Dialogical Art

This article centres on the exchange of necessities, projections, ways of behaving and of establishing relations, of people involved in participatory art projects and collective artistic practices. For that, we explore how these exchanges happen, thinking about the transactions (from the point of view of the Transactional Analysis), the transferences and counter transferences (from Freudian Psychoanalysis), the concept of “habitus” (of Pierre Bourdieu’s sociology) and the transitional phenomena (from Donald W. Winnicott’s theory). We cross these concepts with the artistic fact andspecifically with ways of doing art usually appointed under labels such as Participatory Art, Collaborative Art, Relational Art, Dialogical Art, Community Art, Social Engaged Art, Artivism, New Genre Public Art and Useful Art. We pay attention to artistic practices that specifically put the focusof interest on exploring different possibilities of sociability that let people and collectives make transitions (ideological, practical, emotional, material, relational ones…) from one situation or position to another. We call “Transart” to this kind of artistic practice that works under the idea that art isa human creation that experiment with ways of exchange, that facilitate transits and that can contribute to processes of transformation.

scholarly journals Nordic contemporary art education and the environment: Constructing an epistemological platform for Art Education for Sustainable Development (AESD)

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Helene Illeris
Keyword(s):  
Sustainable Development ◽  
Education Research ◽  
Visual Culture ◽  
Art Education ◽  
Contemporary Art ◽  
Environmental Sustainability ◽  
International Research ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Art Educators

How can art educators address questions of environmental sustainability, accepting to be ethically normative but avoiding becoming dogmatic? How can the complex ‘pool’ of knowledge generated in and through art education research become useful in working with these questions, which many of us find overwhelmingly difficult? AESD – Art Education for Sustainable Development – is a concept coined for this article with the intention of bringing environmental problems onto the agenda. In an attempt to provoke the necessary discussion about environmental sustainability in art education, the article examines selected texts from recent Nordic research in order to build an ‘epistemological platform’ that might function as a research-based ‘tool’ for discussing environmental issues. The article is organized in four sections, which refer to the four ’cornerstones’ of the platform, where each cornerstone corresponds to a recent current in art education. These currents, as defined by the author, are: critical art education, poststructuralist strategies, visual culture pedagogy, and community oriented visual practices. Using selected Nordic texts as material for the analysis, the epistemological perspective of each current is briefly presented and its relationship to evironmental questions is discussed. In the final discussion, eight keywords are presented: praxis, change, performance, reflexivity, visuality, event, situatedness and collaboration. When put together, these concepts offer a dynamic picture of the ‘pool’ of ideas offered by contemporary Nordic and international research, which will be useful for  ‘performing’ AESD both as teaching practices and as research.

scholarly journals Implementation of the Principles of Sustainable Development in the Baikal Region: Historical, Cultural and Educational Aspects

2020 ◽  
pp. 209-226
Author(s):  
I. G. Aktamov ◽  
B. Z. Banzarakzaev ◽  
N. Zh. Dagbaeva
Keyword(s):  
Sustainable Development ◽  
Intercultural Competence ◽  
Baikal Region ◽  
New Technology ◽  
Education For Sustainable Development ◽  
Civic Consciousness ◽  
The Republic ◽  
The Individual ◽  
The University ◽  
First Time

The issue of the implementation of certain aspects of the concept of sustainable development as a new civilizational paradigm in the conditions of the Baikal region is considered. The authors consider the experience of implementing the principles of sustainable development in the Baikal region, taking into account the socio-ecological, cultural and educational factors. The relevance of the study lies in the need to develop a new technology that can reduce the anthropogenic impact on the ecosystem of the lake itself and the coastal area. According to the authors, the most effective technology is the implementation of the principles of “education for sustainable development” (ESD). The solution to its problems is revealed through the educational efforts of teachers to preserve the ethnic culture of indigenous peoples, through the development of civic consciousness and patriotism of students, through the development of the intercultural competence of the individual. The novelty of the research is seen in the fact that the team of authors was one of the founders of education for sustainable development in the Republic of Buryatia, the creation of an international network of eco-oriented schools, the implementation of ESD courses at the university, practical environmental protection in the form of various grants and international collaboration for more than 25 years within the framework of a public organization. For the first time the historical periodization of the implementation of the principles of sustainable development in the Baikal region is presented in the article.

scholarly journals A self-evaluation tool of sustainability concepts in higher education institutions courses

2021 ◽  
Author(s):  
Elisabetta Venezia ◽  
Fabio Pizzutilo
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Composite Index ◽  
Education For Sustainable Development ◽  
Evaluation Tool ◽  
Self Evaluation ◽  
Overall Evaluation ◽  
The Individual ◽  
The Impact

In this paper, a self-evaluation tool is developed to allow educators and Higher Education Institutions to assess their efforts in pursuing Education for Sustainable Development. The composite index here proposed allows the individual components that contribute to the pursuit of sustainability in education to be grasped in isolation and, at the same time, provides an overall evaluation measure of all the elements taken into consideration. The index is based on the identification of elements that measure the efficiency of the allocated expenditure. At the same time, it encompasses measures of the impact and perception of sustainability concept  by  staff  and students.  Albeit in a laborious way, the application of the tool leads to an unbiased assessment of education for sustainable development results. This composite indicator can be used in a replicative manner elsewhere and offers the advantage of being able to carry out comparative evaluative analyses. This is due to its adaptive flexibility.

scholarly journals Comparing education for sustainable development in initial teacher education across four countries

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Neus (Snowy) Evans ◽  
Hilary Inwood ◽  
Beth Christie ◽  
Eva Ärlemalm-Hagsér
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Comparative Study ◽  
Design Methodology ◽  
Education For Sustainable Development ◽  
Initial Teacher Education ◽  
Content Type ◽  
The Individual ◽  
Comparative Inquiry ◽  
Compare And Contrast

Purpose The purpose of this paper is to undertake a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts – Sweden, Scotland, Canada and Australia. It provides insights into issues arising internationally, implications for ESD in ITE and offers learnings for other countries and contexts. Design/methodology/approach A cross-comparative study design with overarching themes and within-case descriptions was applied to consider, compare and contrast governance characteristics, initiatives and practices from each context. Findings The approaches to governance, initiatives and practices that each country adopts are unique yet similar, and all four countries have included ESD in ITE to some extent. Comparing and contrasting approaches has revealed learnings focussed on ESD in relation to governance and regulation, practices and leadership. Research limitations/implications Making comparisons between different contexts is difficult and uncertain and often misses the richness and nuances of the individual sites under study. However, it remains an important endeavour as the challenges of embedding ESD in ITE will be better understood and overcome if countries can learn from one another. Originality/value Scrutinising different approaches is valuable for broadening views about possibilities and understanding how policies and initiatives translate in practice.

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