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Whole-School Approaches to the Promotion of Sustainable Consumption: The Case of the Project BINK

Towards a »Culture of Sustainable Consumption«. Whole-School Approaches to the Promotion of Sustainable Consumption: The Case of the Project BINK. Daniel Fischer Institute for Environmental and Sustainability Communication Leuphana University of Lüneburg.

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Whole-School Approaches to the Promotion of Sustainable Consumption: The Case of the Project BINK

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  1. Towards a »Culture of Sustainable Consumption« Whole-School Approaches to the Promotion of Sustainable Consumption: The Case of the Project BINK Daniel Fischer Institute for Environmental and Sustainability Communication Leuphana University of Lüneburg iPOPY Seminar, Bologna/Italy (27.-28.05.2010)

  2. New pathways to Sustainable Consumption The BINK-Approach: Educational organizations have an effect on consumption in two ways: • Consumption-related educational offers (formal learning) • Places, in which consumption takes place (informal learning) Learning about Sustainable Consumption: Systematically align formal and informal learning in educational organizations iPOPY Seminar, Bologna/Italy (27.-28.05.2010)

  3. The Rationale Individual Changes Sustainable Consumer Competence Sustainable Consumer Practices Consumer Competence Consumer Practices Culture of Consumption Culture of Sustainable Consumption iPOPY Seminar, Bologna/Italy (27.-28.05.2010) Organizational Changes

  4. The Framework • Derived from school and organizational culture theory • Communicatively validated and applied with school practitioners in workshops • Qualitative study of 24 external educational organizations (completed) • Quantitative study (in preparation) Schools’ »Culture of Consumption« after Schein (2004) iPOPY Seminar, Bologna/Italy (27.-28.05.2010)

  5. The Framework • Derived from shaping competence and OECD’s key competency approach • Communicatively validated with school practitioners • Integrated findings of exploratory qualitative study (orientations) • First assessment in secondary and vocational schools completed, second survey in preparation Individual Consumer Competency iPOPY Seminar, Bologna/Italy (27.-28.05.2010)

  6. The Approach • Change Management Teams established • Teachers, Students, Parents, external stakeholders • Researchers as consultants • Moderated process of goal clarification and intervention development A Participatory Approach iPOPY Seminar, Bologna/Italy (27.-28.05.2010)

  7. The Approach • Initiating Cultural Change towards a »Culture of Sustainable Consumption« Initiating Cultural Change iPOPY Seminar, Bologna/Italy (27.-28.05.2010)

  8. Practical Results • Student Company BioLoungePreparing and serving sustainable snacks in school breaks (upper secondary students teach lower secondary students) • Regular School Fair Opening of the school term in summer; several activities addressing and introducing sustainable consumption issues to the school community • Media InterventionFilm clips by students Exemplary Interventions iPOPY Seminar, Bologna/Italy (27.-28.05.2010)

  9. Research Results • Drivers and Barriers for a Cultural Change towards a »Culture of Sustainable Consumption« in Educational Organizations • Effects of a participatory and collaboratively designed measures of interventions on students’ development of sustainable consumer competence • Insights on successful knowledge integration in transdisciplinary research in education for sustainable consumption Transformative Knowledge iPOPY Seminar, Bologna/Italy (27.-28.05.2010)

  10. VisitOur Project Website: www.consumerculture.eu (Information available in English and German) Contact Daniel Fischer, MAInstitute for Environmental and Sustainability Communication Leuphana University of Lüneburg daniel.fischer@uni.leuphana.de www.leuphana.de/en/infu

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