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sustaInaBlE FashIon : a handBooK For Educators
The teaching activities and case studies in this chapter can
be used within any fashion discipline to introduce a range
of social, environmental and economic sustainability issues.
There’s a comprehensive reading list, ordered according to
key themes that arise in student dissertations around ethics
and sustainability, a higher education course outline and a
case study of a whole school approach.
Fashioning an Ethical Industry displays examples of students’
work relating to sustainability on its website at http://
fashioninganethicalindustry.org/studentwork/. Your own
students may find inspiration in these pages. We would also
be very happy to receive images and information about
students’ work in your own university, college or school for
consideration for the website.
aBout thE contrIButIons In thE
cross-currIcular chaptEr
Caryn Simonson, Chelsea College of Art and Design, UK,
provides reading Lists According to Theme. Subjects
covered are: General Fashion books - global perspectives
and identity; Gender; Globalisation / Supply Chains /
Markets; Consumption; Production; Branding / Marketing;
Ethical – Workers / Trade Unions / Labour Rights; Informal
industry; Social Audits; Slow Fashion, Slow Living, Well-Being,
Emotional Design; Sustainability; Materials.
In e-clips [http:eclips.cornell.edu] A Video Clip Database
including Socially responsible Apparel Businesses,
Suzanne Loker from Cornell University, USA, describes
how the e-clips database can be used to illustrate concepts
related to socially responsible business, specifically apparel,
using video clips from interviews with entrepreneurs noted
for their progressive approaches to socially responsible
business. e-clips [http://eclips.cornell.edu/] is an open-access,
searchable database of over 10,000 video clips (usually 30
seconds to 3 minutes in length) highlighting experiences
and advice from entrepreneurs in a variety of industries,
including the apparel industry. The site explains a variety
of ways to use the clips, including technical directions, and
hosts some lectures and assignments that are “ready to go.”In Moral Development, Andrea Egger-Subotitsch, from
abif, Austria, introduces moral dilemmas as a means to
help students develop their moral thinking by intensively
dealing with a dilemma. The dilemma discussion method
outlined consists of portraying a hypothetical dilemma
to the students that can only be resolved by deciding on
competing moral positions. In the course of an intensive
discussion, the students take a critical look at their own
value systems and the argumentation and value systems
of others. The important thing here is not ‘right’ or ‘wrong’
decisions but the way in which decisions are justified.
Clear guidance is provided to educators to enable them
to develop their own dilemmas and to facilitate the
discussions.Sarah McDonnell and Colin Wilson, Northumbria
University, UK, describe the module and brief they have
developed in Encouraging Independent research through
Examining Contentious Issues. The brief invites students
to identify a contentious issue and conduct independent
research. Through a series of set tasks, students produce
a fully referenced and educated argument, giving a holistic
view of the issue through a visual presentation, supported
by a written document that highlights their assigned
role/character’s opinion on the subject. Students are