Creating Interest in Textiles: A Pedagogical Perspective (original) (raw)
The Emergence of Sustainability and the Textile and Fashion Design Education
PAD 20. Fashion and textile design reconstruction, 2021
This paper intends to reflect on the relationship between design and academia and its context in a fragile and integrated ecosystem challenges such as the fashion system and its sustainability in a strategy of circular economy and change of social paradigm for the emergency of the future. Design theories and practices are presented as fundamental for the sustainability of the fashion system and for human survival. Different approaches will be confronted in a critical perspective of ideas and possible paths to follow as essential tools for a more conscious and design creative thinking. The methodology will be carried out through a review of literature where it is intended to review fundamental concepts and to proceed to a critical, constructive, and real analysis on the competences of the students. Develop strategies to raise awareness about sustainability concepts and circular economy allowing to understand its importance for its learning and future. The expected result will be to identify large thematic areas indispensable to design and transversal to education which are consistent with the evolution of the textile and clothing industry and with the needs of the consumer. Also, a reflection on the importance of the theme in the current and future economy.
Textile and Fashion Design Education for Sustainability Practice
2016
The growing trend towards sustainable and ethically designed textile and clothing is not only helping to create a greener planet, it also created a whole new job market. The sustainable design being part of the education process may give us a considerable edge in the industry, while learning to incorporate sustainable practices at process inception will add both a competitive advantage and encourage eco-design. In this study we will present a series of sustainable design projects to develop the capabilities of students in textile and fashion design to be future generators of sustainable value for business and for the society.
Clothing and Textiles Research Journal, 2000
In recent history the field of textiles and clothing has witnessed a shift from a home economics to a professional (industry) focus and an increased effort to integrate elements of varied textiles and clothing subject matter around a common perspective. Literature elucidating the importance of integration of textiles and clothing subject matter has been written for the scholar and does not clearly explicate integration of subject matter for the student or how integration can serve his/her purpose of professional development. In part one we described the dimensions and components of an overarching model and a taxonomy of value (i.e., benefits derived from textile products and related environments) for use in the classroom to help students conceptually integrate subject matter to assist their professional development. In part two we utilize the concept of schema to justify the use of structures in fostering cognitive integration of subject matter. We substantiate the applicability of these structures for integrating textiles and clothing core subject matter by referring to educational materials used at universities within the United States. We also offer suggestions for application of these structures within one's program. We propose these working structures as a beginning for all faculty in textiles and clothing programs to develop a balanced integrative structure representing all aspects of the program and the larger textiles and apparel industry.
The constructivist view on Textile, Apparel and Fashion Education
Elixir Fashion Design 109 (2017) 47957-47961, 2017
Sustainable development remains an important global vision and Education for All (EFA) that represents an international commitment to ensure that every individual receives basic education of good quality is based both on a human rights perspective and on the generally held belief that education is central to individual well-being and development. The current textile, apparel and fashion scenario is characterized by complex factors such as reduced time to market and the need to improve the efficiency of business process and offer the client timely, effective and satisfactory services. This necessitates reorganization by companies, industry oriented research and human resource developmental efforts by the educational institutes to upgrade and adopt suitable measures to meet up the challenges of the changing apparel and fashion industry trends. The Textile and Apparel industry is highly human resource intensive and therefore relies on strong management systems and practices information technology driven operations, branding, marketing and communication, strategic planning of human resources and its effective management. In this article an attempt is made to view the current scenario and the scope of Textile and Apparel education, since Textiles and Apparel is an industry where innovations in education, process as well as product are required to effectively integrate all aspects of design, Technology, Retail and Management. The nature of this study is centered on identifying students‟ academic expectations and motivations in seeking an advanced education. With the recent trends in academia, such as the introduction, consolidation, up gradation of programs and increasing tuition rate in Textile, Apparel and Fashion Education, this study is both timely and relevant.
INTERNATIONAL JOURNAL OF RESEARCH AND ANALYTICAL REVIEWS (IJRAR), 2025
The fashion industry significantly contributes to environmental pollution through excessive textile waste, carbon emissions, and water pollution. With growing concerns about sustainability, integrating green fashion studies into higher education curricula has become imperative. This paper examines the necessity of sustainability education in fashion studies, its impact on students, and its role in transforming the industry towards eco-friendly practices. The study highlights how sustainable fashion education can cultivate environmental consciousness, responsible consumption, and innovation in design. To assess student interest and foster engagement in sustainable practices, an assignment on upcycling denims was given to students, challenging them to create a collection using industrial textile waste and worn-out jeans. This hands-on approach encouraged students to explore upcycling techniques, waste reduction strategies, and circular fashion principles. By incorporating green fashion into the curriculum and engaging students through practical projects, educational institutions can play a crucial role in shaping a sustainable future for the fashion industry.
Journal of Education and Practice, 2020
The study explored the challenges Senior High School Clothing and Textiles (C&T) teachers face in teaching the concept "Fibres and Fabrics". The purposive and convenience sampling techniques were used to sample eleven (11) C&T teachers. A self-developed interview guide was used to gather data via an online electronic survey and analyzed qualitatively. Findings from the study indicated that the C&T teachers perceived the content of "Fibres and Fabrics" as suitable for the levels they teach. However, the participants had challenges stemming from limited knowledge, institutional and curriculum gap. Improvisation and adaptive teaching techniques were some measures participants adopted to manage the challenges they encounter. The study concludes that if the challenges identified in this study are addressed, the teaching and learning of "Fibres and Fabrics" would improve. Hence, the study recommends that C/T teachers adopt comprehensive, innovative and technology-based teaching approach to facilitate lesson delivery and understanding.
Integrating Sustainable Concepts into Textile Design Courses: An Effective Teaching Practices
International Journal of Global Optimization and Its Application
This study investigates the integration of sustainable design practices into the university's textile curriculum through upcycling practices. The objective of this research is to reduce the environmental impact of the textile industry while promoting innovation and providing opportunities for students. This study provides a comprehensive literature review and case studies to outline the approach to textile upcycling. The upcycling approach is then integrated into the university's textile courses, encouraging students to recycle textiles and adopt sustainable design practices. This research analyses the design practices used and identifies considerations and steps for upcycling sustainable design approaches. Ultimately, this research serves as an extension of the university's textile design curriculum, contributing to a more sustainable future for the textile industry.
Review essay ‘The Material Culture of Textiles: Towards Sustainability’
MATTER: Journal of New Materialist Research, 2022
Review article of 3 books: The Golden Thread, The Fabric of Civilization and Unraveled. The article underlines the insight that fabric is foundational of our very society. Understanding the material conditions and production of textiles means not only to value our common history but also to change for a better world in the future. The strong message of these three books is to take the material culture of textiles seriously if we want to achieve a sustainable future for fashion.
Transforming Fashion Expression through Textile Thinking
Arts
The focus of this research is on the experiences of a new fashion pedagogy linked to textile studios at Aalto University, School of Arts, Design and Architecture, in Helsinki, Finland. Rich practice-based research and skilled use of materials and textile techniques are elements of transforming fashion design implemented through studio-based pedagogy. Effective learning is constructed by adding tacit and haptic knowledge of textiles into fashion expression. Furthermore, while textile design combines elements from aesthetic creativity with technical skills, this knowledge, textile thinking, can form a new grounding for fashion design. Through reflective learning, practically oriented and theoretical knowledge can be combined, and hands-on studio pedagogy has established the platform for this type of learning. Fashion students’ textile studies extend to woven fabrics and jacquards as well as knits, embroideries, prints, and other finishing techniques and aim to teach them about industr...
Understanding Textiles - from Artist to Spectator
The appearance of textiles, which by common perception is their main attribute, is shaped by many different factors, such as the raw material, ornamentation and structure, both as an external form and a manner of connecting fibers and other elements of textiles. It is not always realised by contemporary artists and designers that the same factors also determine the durability, conservation and storage methods. The paper briefly describes the main factors constituting textiles, showing how important the awareness of their role is to all who deal with textiles, from artists and designers, conservators and critics, to visitors to a gallery and museum exhibitions. It also shows that historical textiles, contemporary textile art and industrial textile products only appear to constitute separate independent worlds and in fact influence each other
Sustainable Fashion Education: From Trend to Paradigm?
Cumulus Conference, 2012
"The fashion design industry is one of today’s most unsustainable global businesses contributing to the depletion of fossil energy, deforestation driven by land and water use, severe pollution caused by chemical dyeing, and the non-ethical treatment of factory workers, among others. These negative impacts result in what may be viewed as a problematique: a meta-system of problems, pertaining to the economy, the environment, and society. In this paper I propose to address education in fashion design as one of the aspects that supports the current paradigm and therefore is part of the problematique. I will present a sample of contemporary trends in sustainable fashion design education that could lead to a future necessary paradigm shift. In addition, based on my research, I will present as an example of a sustainable fashion design syllabus created as a university course addressing issues and ideas presented in the paper. As a conclusion, I propose that fashion designers must learn to toil with holistic processes incorporating environmental responsible design, which does not negatively affect the environment, people and society. Education in sustainable fashion design must be consolidated as a curriculum, and not only as a trendy course. I suggest that Latin American universities could be at the forefront of this paradigm shift as it has the resources both human and natural to contribute to the radical and collective changes that must be done to help solve some of the world´s direst problems. Fashion designers educated through a creative sustainability curriculum will see themselves as agents of change that can be part of the solution and stop being part of the problem."
Issues and Trends in Fashion Education Sustainability
Asian Journal Of Vocational Education And Humanities (AJVAH), 2021
United Nations (UN) has declared Sustainable Development Education (ESD) as an effort to achieve sustainable development goals (SDGs). Hence, it is encouraged that all parties globally, the government, the industry and education to implement a holistic and creative ESD approach to realize the goals of SDGs. ESD issues are also discussed in fashion education because the fashion industry is a contributor to environmental pollution. Thus, the values of sustainability in fashion education should be applied to students at an early stage so that students can understand different perspectives when faced with sustainability issues. In addition, students' attitudes and behaviour towards environmental issues are also at a moderate level. Students have been influenced by various influences such as mass media, ideologies and other social aspects. Thus, the objective of this study was to provide more information on issues in sustainable fashion education. The researcher also tried to channe...
The TED research cluster at Chelsea College of Art and Design, University of the Arts London, is a collective of practice-based design researchers whose main concerns are the consideration of the role that the designer can play in creating textiles that have a reduced impact on the environment and to provide a toolbox of designer-centred solutions. The cluster involves both staff and students in projects that apply ecodesign theories to textiles practice, with the aim of generating artefacts and theories that will aid designers in creating ‘better’ materials, products, systems and improved social well-being. This essay uses three recent TED projects to illustrate how some of the TED members are creating new textiles, dialogues, and enterprises that are all inspired and guided by the TED cluster and its open, pedagogic and collaborative structure.
Research Journal of Textile and Apparel, 2013
This paper identifies how educational experiences have influenced attitudes, raised awareness of sustainability issues and increased sustainable literacy amongst a group of second-year Bachelor of Design (Fashion) students at Otago Polytechnic, New Zealand. This research project establishes a baseline understanding of student knowledge and awareness, attitudes and motivation towards sustainability via a survey conducted before and after a lecture series. The application and integration of this learning is evaluated through a practice-based collaborative project. Our analysis identifies the most effective pedagogies to use when integrating sustainability into the fashion curriculum. The implications of these findings are discussed for higher education and in particular the need for institutions to provide an environment which supports new approaches to teaching and learning.
Stimulating learning about textiles with fast fashion in urban and rural settings
International Journal of Fashion Design, Technology and Education
It is important for students who plan to work in the fashion industry to understand fast-fashion and its implications. A constructivist approach to teaching where an instructor starts with students' experiences has been useful to teach fashion subjects. The purposes of this paper were to: 1) present and assess a teaching activity guided by constructivist theory where students were required to analyze quality of a garment made pre and another made post fast fashion, and 2) compare and contrast knowledge of fast fashion and quality among students given their rural versus urban experiences. Two textiles classes in rural (n = 37) and urban (n = 32) regions of the United States completed the fast fashion activity. Results from the assessment surveys suggested the activity provided "first hand" experiences with apparel quality and fast fashion. Furthermore, rural and urban students differed in perceptions and understanding of fast fashion.
Textile Literacy of Ninth-Grade Students in the Context of Sustainable Development
Problems of Education in the 21st Century, 2021
Today’s world is facing a problem with the growth of textile products and in particular, textile waste, which already represents a serious environmental problem. From the point of view of ensuring sustainable handling of textile products, it is thus very important that individuals have the appropriate knowledge, attitudes and skills for sustainable handling of textile products or that they are properly ‘textile literate’. After all, appropriate textile literacy enables individuals to act according to the concept of sustainable development. The purpose of this research, which included 80 students from three Slovenian schools, who had completed their lower secondary education in the 2018/2019 school year, was to find out what their basic textile knowledge was and how they transferred it into their daily lives. Ninth graders were found to be deficient in basic textile skills, with girls having statistically significant better knowledge than boys. The girls were also statistically signi...
Fashion Education In Sustainability In Practice
2012
This paper sets out the experiences of and critical reflections on devising and delivering a Masters level fashion education course in sustainability at London College of Fashion, UK. The course, first established in 2008, has been created from a collaborative, participatory, ecological paradigm and draws on an approach to fashion education that is oriented towards process, action and creative participation in all aspects of the transition to sustainability: social, environmental, economic. This stands in contrast to conventional educational models that concentrate on product or outcome and the preparation of students for economic life. The paper describes the Masters course's broad disciplinary approach and its theoretical framework, drawn from design for sustainability. Through reference to student work, the paper goes on to set out some of the opportunities and challenges that working in this way has presented, including among others; bridging of epistemological differences at an institutional level; new roles for designers working within a framework of sustainability; and emerging ways to visualize the process and practice of sustainability.