Human-material relationships in environmental and sustainability education–an empirical study of a school embroidery project

Abstract

In recent discussions about the widening and opening up of anthropocentric perspectives in environmental and sustainability education (ESE) research, a recurrent issue has been what reasonably could be a subject of inquiry and an agent of knowledge. This article aims to showcase an empirical study of the relevance of human-material relationships in crafting learning processes by following an embroidery project with year 8 students in the Swedish craft subject of educational sloyd. How the human-material correspondence unfolds in the crafting learning process is analysed with the aid of Ingold’s practice of correspondence and Sørensen’s notion of participation, performance and imagination. Rather than assuming that materials contribute to certain environmental and sustainability aims, the analysis empirically demonstrates how the human-material correspondence unfolds. The analysis identifies three human-material relationships: attuning, troubling and tracing correspondence. Drawing on the findings, the human-material relevance for environmental and sustainability education and research is further discussed.