Hamburgers and coke or bread and roses? : learning responsible consumption

Abstract: This thesis explores possibilities of working towards a more responsible consumption and just trade relations through education. Education for responsible consumption has served as a case to look closer at possibilities for change. However, sustainable consumption and Fair Trade are the responsibility of all actors in the field, among them not only consumers, but equally companies, governments and non-government initiatives. The first part of this research therefore explores thinking about and experience with possibilities and concrete tools for the different stakeholders to act upon their responsibility. In the second part I have looked at the ways in which education for responsible consumption is or could be institutionalised in the case of Córdoba in Spain. The context of the issue, practical experiences with consumer education, the question of institutionalisation of such education and networks or links between institutions were the aspects that served to structure and guide my investigation. The core of the investigation has been a series of interviews and a cooperative inquiry or research circle with educators to experiment with the process of changing individual consumption patterns. There are a number of barriers to bring education for responsible consumption into the schools in Córdoba: Up till now awareness of the matter is low and the burden of bringing it into the classroom lies entirely with interested teachers. Both an institutional framework and higher awareness among teachers and schools are necessary prerequisites for bringing education for responsible consumption into schools. Changes in the curriculum and a revision of the consumption in schools are crucial. Such an environment would turn responsible consumption into a routine, taking pressure of the teachers, and can thus create a positive environment, for bringing the issue into the classroom. On the other hand teaching complex issues with no fixed answers requires a different attitude to teaching and methods for joint inquiry with the students. To prepare for teaching on unstable ground innovative forms of teacher training are necessary that focus on content, methods and individual attitudes. Research circles as described in this thesis can be spaces where teachers can inquire into their own habits and experiment with change. On this basis they can develop their own tools for teaching and support each other on the way.