Abstract
Throughout this book we have called for an integration of arts and sustainability education and documented a number of case examples. We have highlighted the values underpinning the partnerships of teachers, students, artists, and others at each site, and we have discussed the concepts of change as they relate to arts and sustainability principles and practices. We have been curious about these examples as everyday innovations, not as major interventions or grandly funded projects. But when we speak of the future and “innovation”, we wish to distinguish our meaning from the widespread co-option of the term as part of the metrics of a neoliberal education agenda. In this final chapter, we explore the ways in which innovation might be reclaimed from such an agenda and instead operate in a politicised everyday way to bring creativity and teacher agency to the fore. This is an approach of radical compliance that can enable and sustain arts–sustainability pedagogies, and is evident in the case studies in this book.
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Hunter, M.A., Aprill, A., Hill, A., Emery, S. (2018). Towards a Radical Compliance. In: Education, Arts and Sustainability. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-7710-4_8
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DOI: https://doi.org/10.1007/978-981-10-7710-4_8
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