Title of Work
Sustainability Education: Inclusive Lens for Global Economy-an ESRAP Panel
City of Publication or Presentation
Sustainability in Fashion
Regents University, London, UK
According to Henninger, Alevizou, and Oates (2016) fashion is subjective in nature. Thus, it is important to understand the definition and meaning of sustainability in the global marketplace. Additionally, consumers today have a growing awareness of practices that lead to sustainable living (Welters, 2015). Indeed, with an increased awareness of global concerns in the fashion industry through initiatives such as the UN’s Global Goals, Fashion Revolution, and the Copenhagen Fashion Summit there is a need to incorporate sustainability into apparel education programs.
The purpose of the proposed panel is to educate and increase awareness of the various global initiatives relative to sustainability in the apparel industry. In the U.S. we tend to teach in a microcosm, focusing on local or region-specific versus global needs. Thus, the objective of this panel is enhance the classroom experience through a cultural comparison of sustainable apparel practices throughout the globe.
ESRAP Panel: Rachel Eike, Erin Irick, Tara Konya, Young. A. Lee, Virginia Noon, Anupama Pasricha
Panel Leader and Moderator: Tara Konya
Structure: Panel discussion followed by audience engagement through open discussion or invitation
1. Regions: In order to continue with this panel we will need to define regions. However, each macro-region could be broken down into micro subsections. For example, The US and Canada have a vastly different approach to sustainable. Similarly, the same can be said about Europe and Scandinavian Countries.
- North America
- Central America & the Caribbean
- South America
2. Key topics to discuss: According to the Copenhagen Fashion Summit and the Global Fashion Agenda (GFA) there are three core priorities for immediate implementation in the apparel industry:
- supply chain traceability
- efficient use of water, energy, and chemical
- respectful and secure work environments
Additionally, there are four transformational priorities for fundamental change:
- sustainable material mix
- closed-loops fashion system
- promotion of better wage systems
- the fourth industrial revolution.
For the purpose of this panel, we should focus on the four transformational change priorities, as the classroom is the first place to begin this change. Additionally, it is important to discuss the perceptions of each topic as well as region-specific issues related to each.
Note: Each panelist
- identify a key topic area from the highlight transformational priorities list
- Identify a region that they will use to illustrate the topic area identified (example from that region based on their expertise and knowledge of the region)
- If you have other suggestions, feel free to add as comments.
Claudia E. Henninger, Panayiota J. Alevizou, Caroline J. Oates, (2016) "What is sustainable fashion?", Journal of Fashion Marketing and Management: An International Journal, Vol. 20 Issue: 4, pp.400-416, https://doi.org/10.1108/JFMM-07-2015-0052
Welters, L. (2015). The Fashion of Sustainability. In J. Hethorn & C. Ulasewicz (Eds.). Sustainable Fashion What’s Next?: A Conversation about Issues, Practices and Possibilities (pp. 4–26). London: Fairchild Books. Retrieved September 21 2018, from http://dx.doi.org/10.5040/9781501312250.ch-001
O’Connor, T. (March 27, 2018) https://www.businessoffashion.com/articles/news-analysis/fashions-7-priorities-to-achieve-sustainability
Konya, Tara; Pasricha, Anupama; Eike, Rachel; Noon, Virginia; Ulsewicz, Connie; Lee, Young A.; Testa, Danielle; and Irick, Erin, "Sustainability Education: Inclusive Lens for Global Economy-an ESRAP Panel" (2019). Fashion Design and Merchandising Faculty Scholarship. 18.