Artistic actions for sustainability : potential of art in education for sustainability

• Main Author: Jónsdóttir, Ásthildur B.
• Other Authors: Allyson Macdonald, Timo Jokela, Menntavísindasvið (HÍ), School of Education (UI), Háskóli Íslands, University of Iceland
• Format: Doctoral or Postdoctoral Thesis
• Language: English
• Published: Lapland University Press 2017
• Subjects: Doktorsritgerðir; Sjálfbærni; Listkennsla; Samtímalist; Kennslufræði; Listir; Iceland; Reykjavík; Lapland
• Online Access: https://hdl.handle.net/20.500.11815/357

Ph.D. degree and a Doctor of Art degree with the permission of the School of Education, University of Iceland and from Faculty of Art and Design at the University of Lapland. This review focuses on the potential of art in education for sustainability in the context of teacher education and art creation. Both action research and art-based research are used to explore the role that art and art education might play in Education for Sustainability (EfS). These two approaches created a space where I was able to gain a better understanding and awareness of EfS. Two courses conducted annually within the Iceland Academy of the Arts teacher education programme formed the foundation of the research which spanned six years. Findings were presented in 7 articles, three exhibitions and this review, in addition to being discussed at conferences and regional courses. Sustainability is a contested concept and EfS takes several forms depending on the definition of the concept. In this research I used the definition of finding a balance between well-being and the integrity of nature. Concepts from critical, place-based, and visual culture art education are fundamental to this research. In the early stages I focused on my own work practices and context to explore the core of the pedagogy I wished to understand. I saw two important issues emerging in the discourse found in the practice and education of art teachers for sustainability. One issue led me to design interventions addressing virtues and values, in particular the spring workshop in the Botanical Garden of Reykjavík. The other issue was the significance of participation in developing the kind of conduct, character and manner needed for action competence, a core concept in planning sustainability education. By developing different settings for learning with student teachers, several forms of pedagogy could be investigated. Sustainability issues were identified by participants and extended through an art-based approach. Collaborative work practices aimed at making an ...