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    Exploration of the meaning of sustainability in textiles and apparel discipline and prospects for curriculum enhancement.

    机译:探索纺织品和服装学科中可持续性的含义,并提高课程的前景。

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    摘要

    Sustainability is gaining importance because of heightened ecological challenges. The UN declared 2005-2014 as the decade of sustainable development encouraging educational institutions at all levels to nurture ecologically literate individuals. An ecologically literate person has the knowledge necessary to comprehend interrelatedness among individuals, society and nature, an attitude of care or stewardship, and the practical competence required to act on the basis of knowledge and feelings.;This study focuses on developing an understanding of the definition of the term sustainability, and expectations related to sustainability for education in the discipline of textiles and apparel. Focus group interviews with college students provided an understanding as to how they define sustainability and how they take action to embody sustainable behavior in their personal and professional lives. The focus group interviews describe their ecological literacy level and understanding of sustainability. In order to get a holistic perspective, individual interviews with two additional audiences (academic and industry) were conducted.;Results of focus groups indicated that students use a variety of terms to define sustainability and view it from an ecocentric perspective, but complete understanding and a comprehensive definition are absent. Results of individual interviews indicate that a life-long learning focus is critical to understand sustainability and its connection to the textile and apparel industry.;Overall, results indicated that students are engaged with sustainability and take actions based on their knowledge, but that their knowledge is limited. Themes related to environment, longevity, recycling, resource depletion and conservation, mass engagement, conscious shopping behavior, cost of sustainable choices and a lack of education for sustainability were common among the three types of interviewees. Student's ecocentric perspective focused on environmental sustainability while experts had a balance of social and environmental sustainability.;The results of question on curriculum provided valuable insights on content and pedagogy from all three groups of interviews. Implications of this research address students, educators, textiles and apparel professionals and businesses, and consumers.
    机译:由于日益严峻的生态挑战,可持续性变得越来越重要。联合国宣布2005-2014年为可持续发展的十年,鼓励各级教育机构培养具有生态素养的个人。具有生态素养的人应具备理解个人,社会与自然之间相互联系的必要知识,关心或管理的态度以及根据知识和感受行事所需的实践能力。术语“可持续性”的定义,以及对纺织品和服装学科中的可持续性教育的期望。焦点小组对大学生的访谈提供了关于他们如何定义可持续性以及如何采取行动在个人和职业生活中体现可持续行为的理解。焦点小组访谈描述了他们的生态素养水平和对可持续性的理解。为了获得整体观点,对另外两个受众(学术界和工业界)进行了个人访谈。焦点小组的结果表明,学生使用各种术语来定义可持续性并从生态中心角度看待可持续性,但要完全理解和理解。缺少全面的定义。个别访谈的结果表明,终身学习重点对于理解可持续性及其与纺织和服装行业的联系至关重要;总体而言,结果表明学生参与可持续性并根据其知识采取行动,但他们的知识是有限的。在三种类型的受访者中,与环境,寿命,回收,资源枯竭和?;?,群众参与,有意识的购物行为,可持续选择的成本以及缺乏可持续性教育有关的主题很普遍。学生的以生态为中心的观点侧重于环境的可持续性,而专家则平衡了社会和环境的可持续性。;课程问题的结果从三组访谈中提供了对内容和教学法的宝贵见解。该研究的目的是针对学生,教育者,纺织品和服装专业人士,企业和消费者。

    著录项

    • 作者

      Pasricha, Anupama.;

    • 作者单位

      Iowa State University.;

    • 授予单位 Iowa State University.;
    • 学科 Education, Home Economics.;Home Economics.;Sustainability.;Education, Higher.
    • 学位 Ph.D.
    • 年度 2010
    • 页码 267 p.
    • 总页数 267
    • 原文格式 PDF
    • 正文语种 eng
    • 中图分类 ;
    • 原文服务方 国家工程技术数字图书馆
    • 关键词

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