No abstract

Concerns regarding the presence and future of craft in a sustainability context increase the need to define the concept of ‘sustainable craft’. Based on interviews with sixteen craft practitioners in Finland, this qualitative study describes and analyses craft practitioners’ conceptions of their craft practices and products through the lens of sustainability as implemented in their actions. Using Grounded Theory, the analysis of interview data reveals a holistic system of sustainable craft, comprising three elements: sustainable practice, product and immaterial craft. Through their interaction, these intertwined elements were found to motivate and affect the practitioners and their products. The findings offer a novel perspective on the concept of sustainable craft and a systemic model of sustainability for use by practitioners.

Purpose This study aims to explore student craft teachers’ conceptions of sustainable craft. This is an important issue because the Finnish National Curriculum of Basic Education emphasises sustainability, especially in craft education, and teachers play a vital role in preparing pupils to meet the future challenges. Because the concept of sustainable craft is open-ended, there is a need to rethink pedagogy in craft education and higher education. Design/methodology/approach The data were collected in the form of essays from future craft teachers (N41) studying craft science in the Finnish higher education system. The essays concerned both general conceptions of sustainable craft and reflections on the student teachers’ craft practices. The data were analysed using grounded theory to gain a deep understanding of how student craft teachers conceptualise sustainable craft. The data were quantified and statistically assessed for dependencies between variables and transferability of results. Findings The study revealed that sustainable craft is conceptualised as a system and that student teachers approach sustainability from different orientations: practice, product, immaterial and holistic. Originality/value The emerging theory offers a new concrete tool for understanding the abstract concept of sustainability in higher education and suggests that sustainability can be addressed through tangible methods of craft. This theory proposes craft as a tool to conceptualise of sustainability for broader use in education for sustainability (ESD) and as a concrete tool for developing pedagogy for ESD.