Drama in higher education for sustainability: work-based learning through fiction?

Abstract

Purpose The purpose of this paper is to highlight the use of drama in the context of professional learning for sustainability, and specifically, a drama workshop on sustainability for in-service teachers. The workshop was designed to explore environmental problems from several perspectives, by using drama techniques like bodily expressions, visualisations and role-play. Design/methodology/approach Data are drawn from questionnaires evaluating the effects of a drama workshop delivered in Helsinki in 2017. In total, 15 in-service teachers answered open-ended questions. Responses from experienced teachers were chosen as particularly interesting in relation to work-based learning. Findings The findings demonstrate that drama work contributes to education for sustainability in terms of increased self-awareness, critical reflections and signs of transformation; experienced professional learners bring their workplace context into the university, which enriches teaching and learning; and sustainability is a non-traditional subject in need of non-traditional teaching approaches. Research limitations/implications The results of this small-scale study are only valid for this particular group. Practical implications The study gives an example of how applied drama can contribute to learning for sustainability in higher education. Originality/value This paper contributes to a growing literature concerning how drama allows participants to work on real problems, from a safe position in a fictive situation, providing both closeness and distance. When students become involved in an as-if situation, it leads to increased motivation and practice-oriented learning. As the content of sustainability can be challenging, drama work offers a meaningful context in which concepts and issues can be explored. Fictive situations may contribute to more realistic learning experiences.

Modelling the enablers of sustainability in higher education institutions

“…Role plays, simulation, discussions and debates (Gordon and Thomas, 2018; Shephard, 2008), social constructive pedagogy (Chandler and Teckchandani, 2015), concept mapping, participatory action research and interlinked/jigsaw teams that encourage cooperative peer-learning (Lozano et al , 2017) can be effective pedagogical strategies for teaching sustainability. Innovative pedagogies such as aesthetic methods involving different art forms such as poems, drawing, paintings, photos, drama and movies are gaining popularity in teaching SHE (Ivanaj et al , 2014; Keles, 2015; Österlind, 2018; Clemens and Hamakawa, 2010). According to Diamond and Irwin (2013) and Jääskelä et al (2017), interactive platforms such as e-learning (Altomonte et al , 2016), educational games, Lego serious play can be effective ways of engaging students in a playful and creative manner in solving sustainability issues (Roth et al , 2015; Mercer et al , 2017).…”

Teaching Sustainable Development in a Sensory and Artful Way—Concepts, Methods, and Examples

“…Sustainability is considered in this context fundamentally as a cultural challenge and the arts are introduced as a way to enable a kind of "aesthetic learning" [25]. On the other hand, there are publications that discuss the particular potential of specific art forms-such as music or drama-in sustainability education, oftentimes with a focus on early childhood and schools [41][42][43][44][45][46]. Finally-and most recently-more comprehensive publications on arts, education, and teaching have been published [47][48][49].…”

Work-based and vocational education as catalysts for sustainable development?

“…The final paper is “Drama in higher education for sustainability: work-based learning through fiction?” Here, Österlind (2018) discusses another professionally oriented curricula for in-service teachers (although by no means limited to such professionals), and offers us two fresh insights. First, she provides a stark reminder that although this journal is mostly concerned with learning in the workplace, there are circumstances where taking professional learners out of the workplace provides a safer space to explore, experiment, engage in serious play, and the then decide action steps.…”