University Of Tasmania
Emery_Sherridan_ESG706_Dissertation.pdf (2.13 MB)

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

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posted on 2023-05-27, 06:38 authored by Emery, SG
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.


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