Hamburgers and coke or bread and roses?
This thesis explores possibilities of working towards a more responsible consumption and just trade relations through education. Education for responsible consumption has served as a case to look closer at possibilities for change. However, sustainable consumption and Fair Trade are the responsib...
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| Formato: | Otro |
| Lenguaje: | sueco Inglés |
| Publicado: |
2004
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| Materias: | |
| Acceso en línea: | https://stud.epsilon.slu.se/11035/ |
| _version_ | 1855571796936359936 |
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| author | Otto, Lilja May |
| author_browse | Otto, Lilja May |
| author_facet | Otto, Lilja May |
| author_sort | Otto, Lilja May |
| collection | Epsilon Archive for Student Projects |
| description | This thesis explores possibilities of working towards a more responsible consumption and just trade relations through education. Education for responsible consumption has served as a case to look closer at possibilities for change.
However, sustainable consumption and Fair Trade are the responsibility of all actors in the field, among them not only consumers, but equally companies, governments and non-government initiatives. The first part of this research therefore explores thinking about and experience with possibilities and concrete tools for the different stakeholders to act upon their responsibility.
In the second part I have looked at the ways in which education for responsible consumption is or could be institutionalised in the case of Córdoba in Spain. The context of the issue, practical experiences with consumer education, the question of institutionalisation of such education and networks or links between institutions were the aspects that served to structure and guide my investigation. The core of the investigation has been a series of interviews and a cooperative inquiry or research circle with educators to experiment with the process of changing individual consumption patterns.
There are a number of barriers to bring education for responsible consumption into the schools in Córdoba: Up till now awareness of the matter is low and the burden of bringing it into the classroom lies entirely with interested teachers. Both an institutional framework and higher awareness among teachers and schools are necessary prerequisites for bringing education for responsible consumption into schools. Changes in the curriculum and a revision of the consumption in schools are crucial. Such an environment would turn responsible consumption into a routine, taking pressure of the teachers, and can thus create a positive environment, for bringing the issue into the classroom. On the other hand teaching complex issues with no fixed answers requires a different attitude to teaching and methods for joint inquiry with the students. To prepare for teaching on unstable ground innovative forms of teacher training are necessary that focus on content, methods and individual attitudes. Research circles as described in this thesis can be spaces where teachers can inquire into their own habits and experiment with change. On this basis they can develop their own tools for teaching and support each other on the way. |
| format | Otro |
| id | RepoSLU11035 |
| institution | Swedish University of Agricultural Sciences |
| language | Swedish Inglés |
| publishDate | 2004 |
| publishDateSort | 2004 |
| record_format | eprints |
| spelling | RepoSLU110352017-09-18T10:48:23Z https://stud.epsilon.slu.se/11035/ Hamburgers and coke or bread and roses? Otto, Lilja May Consumer economics This thesis explores possibilities of working towards a more responsible consumption and just trade relations through education. Education for responsible consumption has served as a case to look closer at possibilities for change. However, sustainable consumption and Fair Trade are the responsibility of all actors in the field, among them not only consumers, but equally companies, governments and non-government initiatives. The first part of this research therefore explores thinking about and experience with possibilities and concrete tools for the different stakeholders to act upon their responsibility. In the second part I have looked at the ways in which education for responsible consumption is or could be institutionalised in the case of Córdoba in Spain. The context of the issue, practical experiences with consumer education, the question of institutionalisation of such education and networks or links between institutions were the aspects that served to structure and guide my investigation. The core of the investigation has been a series of interviews and a cooperative inquiry or research circle with educators to experiment with the process of changing individual consumption patterns. There are a number of barriers to bring education for responsible consumption into the schools in Córdoba: Up till now awareness of the matter is low and the burden of bringing it into the classroom lies entirely with interested teachers. Both an institutional framework and higher awareness among teachers and schools are necessary prerequisites for bringing education for responsible consumption into schools. Changes in the curriculum and a revision of the consumption in schools are crucial. Such an environment would turn responsible consumption into a routine, taking pressure of the teachers, and can thus create a positive environment, for bringing the issue into the classroom. On the other hand teaching complex issues with no fixed answers requires a different attitude to teaching and methods for joint inquiry with the students. To prepare for teaching on unstable ground innovative forms of teacher training are necessary that focus on content, methods and individual attitudes. Research circles as described in this thesis can be spaces where teachers can inquire into their own habits and experiment with change. On this basis they can develop their own tools for teaching and support each other on the way. Esta tesina explora las opciones que existen para trabajar por un consumo responsable y unas relaciones de comercio más justas a través de la educación. La educación para un consumo responsable ha servido como un caso de estudio para investigar más en detalle las posibilidades de un cambio. Sin embargo, consumo responsable y Comercio Justo son una responsabilidad de todos los actores presentes en este campo, entre ellos no sólo las consumidoras y consumidores, sino igualmente empresas, gobiernos e iniciativas no gubernamentales. En consecuencia, la primera parte de esta investigación explora ideas y experiencias con diferentes opciones y herramientas concretas para los distintos actores. ii La segunda parte está enfocada en cómo la educación para un consumo responsable es o puede ser institucionalizada en el caso de Córdoba, España. El contexto del problema, experiencias prácticas en educación para el consumo, la cuestión de la institucionalización de dicha educación y las redes o enlaces entre instituciones son los aspectos que han estructurado y guiado mi investigación. El centro del estudio ha sido una serie de entrevistas y una investigación cooperativa (co-operative inquiry) con educadores sobre el proceso de cambio en los hábitos de consumo individuales. Existen una serie de barreras para llevar la educación para un consumo responsable a los centros educativos en Córdoba: hasta hoy la sensibilización hacia el problema es insuficiente y la labor de incluir la cuestión al aula descansa enteramente sobre la profesora o el profesor interesado. Tanto un marco institucional como una mayor sensibilización entre el profesorado y en los centros son prerrequisitos necesarios para llevar la educación para el consumo responsable a los centros. Es crucial que se realicen cambios en el plan de estudios y una revisión del consumo en cada centro. En tal ambiente el consumo responsable se volvería más común, aliviando la presión sobre el profesorado y creando así unas condiciones positivas para tratar el contenido en la clase. Por otro lado, enseñar una cuestión compleja que no tiene respuestas fijas requiere una actitud diferente ante el proceso de enseñaza y métodos para un trabajo conjunto con los estudiantes. Para preparar al profesorado en una enseñanza de este tipo son imprescindibles formas innovadoras de formación del profesorado, enfocadas tanto en contenidos como en métodos y actitudes particulares. Una investigación basada en el trabajo en grupo como los descritos en esta tesina pueden ser espacios donde los profesores pueden reflexionar sobre sus hábitos y experimentar con el cambio. Sobre esta base pueden desarrollar sus propias herramientas para la enseñanza y apoyarse mutualmente en el camino. 2004-01-28 Other NonPeerReviewed application/pdf sv https://stud.epsilon.slu.se/11035/1/otto_l_170918.pdf Otto, Lilja May, 2003. Hamburgers and coke or bread and roses? : learning responsible consumption. UNSPECIFIED, Uppsala. Uppsala: (NL, NJ) > Dept. of Urban and Rural Development (LTJ, LTV) > Dept. of Urban and Rural Development <https://stud.epsilon.slu.se/view/divisions/OID-595.html> urn:nbn:se:slu:epsilon-s-6917 eng |
| spellingShingle | Consumer economics Otto, Lilja May Hamburgers and coke or bread and roses? |
| title | Hamburgers and coke or bread and roses? |
| title_full | Hamburgers and coke or bread and roses? |
| title_fullStr | Hamburgers and coke or bread and roses? |
| title_full_unstemmed | Hamburgers and coke or bread and roses? |
| title_short | Hamburgers and coke or bread and roses? |
| title_sort | hamburgers and coke or bread and roses? |
| topic | Consumer economics |
| url | https://stud.epsilon.slu.se/11035/ https://stud.epsilon.slu.se/11035/ |