Details
| Original language | English |
|---|---|
| Title of host publication | Recontextualising Geography in Education |
| Editors | Mary Fargher, David Mitchell, Emma Till |
| Place of Publication | Cham |
| Pages | 167-183 |
| Number of pages | 17 |
| ISBN (electronic) | 978-3-030-73722-1 |
| Publication status | Published - 11 Nov 2021 |
Publication series
| Name | International Perspectives on Geographical Education |
|---|---|
| ISSN (Print) | 2367-2773 |
| ISSN (electronic) | 2367-2781 |
Abstract
This chapter reports on an educational project undertaken in Germany that underlines that the problems caused by the fast fashion industry and relating solutions concerning slow fashion need to be and can be recontextualised for geography education. In the field of knowledge production, the topic is linked to approaches calling for a new economic paradigm, a societal transformation and a “sustainability worldview”. With regard to recontextualisation, this geographical content also corresponds to the aims of the UNESCO Global Action Programme (GAP), striving for sustainable consumption and production as a key area of Education for Sustainable Development (ESD). This topic can thus be conducive to facilitating a transformative literacy through systems knowledge, target knowledge and transformation knowledge. The idea of the project was to deal with companies that can be described as “pioneers of change”, implementing a sustainable textile production. Videoclips of interviews with four of these selected companies conducted by young people were integrated in teaching units. These teaching units were tested focusing on raising the awareness of young people for sustainable production and responsible consumerism of their clothing. The units and selected results of the surveys will be presented in the following but can also be found online (www.fashionforfuture-education.net ).
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Recontextualising Geography in Education. ed. / Mary Fargher; David Mitchell; Emma Till. Cham, 2021. p. 167-183 (International Perspectives on Geographical Education).
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research › peer review
}
TY - CHAP
T1 - From Fast Fashion to Slow Fashion
T2 - Raising Awareness of Young People for Sustainable Production and Consumption
AU - Meyer, Christiane
AU - Höbermann, Christine Lore Martina
PY - 2021/11/11
Y1 - 2021/11/11
N2 - This chapter reports on an educational project undertaken in Germany that underlines that the problems caused by the fast fashion industry and relating solutions concerning slow fashion need to be and can be recontextualised for geography education. In the field of knowledge production, the topic is linked to approaches calling for a new economic paradigm, a societal transformation and a “sustainability worldview”. With regard to recontextualisation, this geographical content also corresponds to the aims of the UNESCO Global Action Programme (GAP), striving for sustainable consumption and production as a key area of Education for Sustainable Development (ESD). This topic can thus be conducive to facilitating a transformative literacy through systems knowledge, target knowledge and transformation knowledge. The idea of the project was to deal with companies that can be described as “pioneers of change”, implementing a sustainable textile production. Videoclips of interviews with four of these selected companies conducted by young people were integrated in teaching units. These teaching units were tested focusing on raising the awareness of young people for sustainable production and responsible consumerism of their clothing. The units and selected results of the surveys will be presented in the following but can also be found online (www.fashionforfuture-education.net ).
AB - This chapter reports on an educational project undertaken in Germany that underlines that the problems caused by the fast fashion industry and relating solutions concerning slow fashion need to be and can be recontextualised for geography education. In the field of knowledge production, the topic is linked to approaches calling for a new economic paradigm, a societal transformation and a “sustainability worldview”. With regard to recontextualisation, this geographical content also corresponds to the aims of the UNESCO Global Action Programme (GAP), striving for sustainable consumption and production as a key area of Education for Sustainable Development (ESD). This topic can thus be conducive to facilitating a transformative literacy through systems knowledge, target knowledge and transformation knowledge. The idea of the project was to deal with companies that can be described as “pioneers of change”, implementing a sustainable textile production. Videoclips of interviews with four of these selected companies conducted by young people were integrated in teaching units. These teaching units were tested focusing on raising the awareness of young people for sustainable production and responsible consumerism of their clothing. The units and selected results of the surveys will be presented in the following but can also be found online (www.fashionforfuture-education.net ).
UR - http://www.scopus.com/inward/record.url?scp=85142665424&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-73722-1_11
DO - 10.1007/978-3-030-73722-1_11
M3 - Contribution to book/anthology
SN - 978-3-030-73721-4
T3 - International Perspectives on Geographical Education
SP - 167
EP - 183
BT - Recontextualising Geography in Education
A2 - Fargher, Mary
A2 - Mitchell, David
A2 - Till, Emma
CY - Cham
ER -