In the face of escalating ecological and social crises, education must evolve to equip the next generation with the tools to imagine and enact a more sustainable and just world. In our new paper published in the International Journal of Social Pedagogy, we explore how eco-craftivism – the fusion of ecological awareness and craft-based activism- can serve as a powerful pedagogical tool in primary education.
Conducted with 120 pupils aged 8 to 9 in two UK primary schools, our research investigates how creative, hands-on learning can foster eco-social pedagogy (ESP). ESP expands traditional social pedagogy by integrating ecological consciousness with social justice, emphasizing the interconnectedness of people, planet, and the material world.
We call to for a de-bordering of solidarities: to move beyond human-to-human empathy and include solidarity with the environment and non-human “things.” This form of solidarity, with human-made objects, is crucial in cultivating sustainable behaviours. Craft and craftivism are powerful tools for building creative relationships with things in ways that build solidarities with those things, but also serve as gateways to holistic solidarities with the environment and human others. By engaging with recycled materials like copper wire, cardboard, and old socks, we explore how pupils developed material literacies – an understanding of the origins, value, and lifecycle of everyday items. This awareness, in turn, sparked deeper ecological and social insights.
The project’s workshops – where children crafted bracelets, puzzles, and sock puppets – were more than just craft lessons. They were immersive experiences that connected students emotionally and intellectually to the climate crisis. Pupils expressed joy in creating, pride in reusing materials, and a newfound sense of agency. One student reflected:
“It’s like doing something for the planet but also doing something that you can use.”
This dual purpose – personal enjoyment and environmental impact – embodies the essence of eco-craftivism.
Teachers, too, reported a shift in perspective. Inspired by the workshops, they reconsidered their own classroom practices, opting to use more sustainable materials and integrate environmental storytelling into lessons. The study highlights how craft-making can transform both teaching and learning, making abstract issues like climate change tangible and emotionally resonant.
Importantly, the research also addresses the emotional toll of climate education. Many children initially expressed fear and helplessness. However, through creative engagement, these emotions often shifted toward hope and empowerment. Crafting became a medium for emotional expression and resilience, helping students process complex feelings in a constructive way.
This study is a vital contribution to the growing field of climate education. It demonstrates that eco-craftivism is not just about making things – it’s about making meaning. By fostering solidarity with people, nature, and objects, it cultivates a holistic understanding of sustainability that is both intellectually rigorous and emotionally grounded.
As we seek innovative ways to prepare young learners for the challenges ahead, this research offers a compelling model. Eco-craftivism shows that with the right tools – scissors, thread, and a bit of imagination – children can begin to stitch together a better future.
The full reference of this new article is:
Mulholland, J., Jones, V., Pawson, C. and Harrison, L. (2025). De-bordering solidarities: using eco-craftivism as an eco-social pedagogy in primary education. International Journal of Social Pedagogy, 14(1): 8.
DOI: https://doi.org/10.14324/111.444.ijsp.2025.v14.x.008.
