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Inviting Teacher Candidates in Art Education to Become Global Agents for Sustainability

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This chapter presents an international arts-based project that empowers teacher candidates to become proactive contributors to sustainable development. This approach was developed through a collaboration with two undergraduate classes at Concordia University, Canada, and Hiroshima University, Japan, in 2021. It features collaborative online work to create a vision statement for advancing the United Nations' Sustainable Development Goals (SDGs) and explores the potential of artistic practices to facilitate teacher candidates becoming oriented toward social activism and in thinking and acting as global agents. The effectiveness and challenges of implementing this approach were demonstrated through case study research with the participating teacher candidates. The case study indicated that the approach is constructive for teacher candidates in terms of gaining opportunities for interaction beyond geographical borders as well as experiencing successful international collaborations that promote transforming their educational perspectives in becoming global agents.

Keywords: Art Education ; Arts-based ; Canada ; International Collaboration ; International Education ; Japan ; Online Learning ; Sustainable Development Goals ; Teacher Education ; UNESCO

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Inviting Teacher Candidates in Art Education to Become Global Agents for Sustainability
Intellect , 279 (2024); https://doi.org/10.1386/9781789388978_21
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/content/books/9781789388978.c20
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References

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     [Google Scholar]
  2. Eisner, E. (2006). Does arts-based research have a future? Studies in Art Education, 48(1), 9–18.
     [Google Scholar]
  3. Jackson, P. (1998). John Dewey and the lessons of art. London: Yale University Press.
     [Google Scholar]
  4. Longview Foundation. (2008). Teacher preparation for the global age: The imperative for change. http://www.longviewfdn.org/122/teacher-preparation-for-the-global-age.html
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