Page 17 - SGG_220316_Teachers_Handbook_Module_4

3. Didactic Strategies

In general it can be assumed that the questions which type of food and clothes are consumed are
topics for discussions within families on a daily basis. Aspects like taste or look have a direct impact on
the life of students and might therefore be of most importance for young people. Discussions about
sustainable aspects are additional challenges for a family setting in which several people have to agree
on a certain standard. When bringing these topics to school it should be taken into account that diffe-
rent students have varying perspectives, attitudes or levels of knowledge about them. When it comes
to clothes in particular, also group dynamics within the peer group should be acknowledged that might
influence students regarding their preferences.

The goal for teachers should be achieve a situation in which the students share their per-
spective and encourage each other to pay attention to sustainablity instead of creating
situations in which students might feel ashamed or receiving peer pressure.

One important aspect in introducing these topics is therefore to clarify that there is not the one path
towards sustainability. A dogmatic approach here might lead to exclusive processes. Instead all stu-
dents should be welcomed to join the discussion no matter what consume patterns they or their family
are practising at the moment. When it comes to food or clohtes consumption also social, cultural or
religions factors might be of importance and might limit the students possibilities to make their own
choices. Therefore it should be made clear that there are different alternatives to make small steps
17 towards the goal of getting to a sustainable way of purchasing food products and clothes.

When it comes to the challenge of explanining these complex topics to students, teachers should cre-
ate a link to the living world. This varies depending on the age group. Whereas younger children may
already be able to influence their parents' purchasing decisions, older children are already concerned
with using their own resources and weighing up what a sustainable product is worth. Both groups are
able to perceive the effects of their consumption decisions directly or indirectly. Here, a sensitivity for
the influence on different areas of life is to be established. After all, it is not only theoretical knowledge
that is decisive for learning success, but also concrete experience.
After taking into account theses aspects, it should be discussed with the students that there are several
options for individual and collective action that can actually make a change. Even younger students
can have an impact when they discuss these topics with their parents and make their first steps to
become informed consumers.

Regarding food products students can be motivated to search for sustainable labels, grow vegetables
and fruit by themselves and avoid packaging or food waste. Regarding clothing consumption it can be
suggested to repair clothes, recycle, sell at flea markets or donate clothing. It can be recommended to
buy clothes second hand or if buying new, then rather invest in few high-quality pieces, than in many
little-quality ones or also pay attention to sustainable labels. Also the proper storage, care and washing
of clothes can increase the wearability.

As mentioned above, these strategies only present an overview on the possible forms of individual or
collective action that can make a change towards sustainable consumption and teachers should pre-
sent them as options, not as mandatory rules, because students might not be in the position to imple-
ment them at home.