This paper aims to contribute to the body of practical knowledge about reorienting teacher education to address sustainability by reflecting on an action research experience from a study course on sustainability in a regional university.
It contemplates the usage of aesthetic learning to activate pre-service teachers’ presentational knowing about inclusion and exclusion – modes of relationships which are essentially sustainable and unsustainable, respectively. The research participants are involved in creation, interpretation and discussion of drawings-cum-concept-maps about inclusive and exclusionary relationships in social and educational contexts.
The participants are found to express their knowledge through presentational forms such as colour, spatial alignment, direction and mimicry.
This qualitative study being an action research into the particulars of a specific situation precludes abstract generalisation. Yet it is hoped that the findings may illuminate related concerns in similar contexts as educators seek inspiration and guidance for improving their practices of implementing teacher education for sustainability.
The paper proposes aesthetic learning as a means to involve pre-service teachers in active generation of personally meaningful and practically applicable insights, enabling communication of complex ideas and fostering emotional engagement with peers. It is also suggested as a pathway towards accessing, exploring and, potentially, enriching the participants’ assumptions about relational issues such as inclusion and exclusion as pre-service teachers strive to make personal sense of what it means to live sustainably.
This work has been supported by the European Social Fund within the Project “Support for the implementation of doctoral studies at Daugavpils University, 2nd stage”, agreement No. 2012/0004/1DP/188.8.131.52.2/11/IPIA/VIAA/011.
Gedžūne, G. and Gedžūne, I. (2015), "Pre-service teachers’ aesthetic learning about inclusion and exclusion", International Journal of Sustainability in Higher Education, Vol. 16 No. 1, pp. 72-95. https://doi.org/10.1108/IJSHE-10-2012-0097
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