243
involved, which in turn may contribute to public debate on sustainability issues in
the fashion industry (Fletcher and Williams 2010). The Nordic fish skin network has
blended the highly qualified skills of a Swedish craftsperson, Lotta Rhame, with
British cutting-edge sustainable design education. Development of sustainability
within the curriculum has been identified as a high priority for students (Reid 2011),
and this project’s outputs will inform existing courses naming sustainability, as well
as a broad spectrum of design courses.
Through this workshop, the author, as a member of the London College of
Fashion, Centre for Sustainable Fashion, has brought its commitment to using fashion to drive change, build a sustainable future and improve the way we live, using
human and ecological resilience as a lens for design in fashion’s artistic and business practice (CSF 2015). The author has made a contribution to the field of Design
for Sustainability (DfS) in fashion, furthering the sense of our interconnections as
people and to our natural world. This workshop has specifically supported the following 4 of the 17 United Nations Sustainable Development Goals:
• SDG 4 – Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all.
• SDG 12 – Ensure sustainable consumption and production patterns.
• SDG 13 – Take urgent action to combat climate change and its impacts.
• SDG 14 – Conservation and sustainable management of the oceans, seas and
marine resources.
The workshop has developed a collaboration framework between industry and
education and has managed to:
• Raise awareness on ocean-related issues and the maritime economy with higher
education students
• Create new cooperation between education and maritime industry
• Improve the employability of students thanks to the acquisition of new sustainability and craft skills
• Share resources between different educational institutes and industry at the
transnational level
The case study recommends transferable skills for educational models and demonstrates how relevant the indigenous fish skin knowledge in partnership with sustainable design strategies can be to connect people to their culture, communities and
the environment. The case study reflects on the dialogue between indigenous craftsmen and Nordic fashion students on common Arctic issues, in particular issues of
sustainable development, sustainable material innovation and Arctic environmental
protection, in order to restore some of the damage that has already happened to the
Arctic’s indigenous culture related to fishing rights and fish skin clothing traditions,
helping to build resilience amongst the Arctic communities. This project recommends engagement with local communities and traditional fish skin knowledge
holders, laying the groundwork for an assessment that is co-produced by both traditional knowledge and British fashion education.
15 SDG 14 Life Below Water
involved, which in turn may contribute to public debate on sustainability issues in
the fashion industry (Fletcher and Williams 2010). The Nordic fish skin network has
blended the highly qualified skills of a Swedish craftsperson, Lotta Rhame, with
British cutting-edge sustainable design education. Development of sustainability
within the curriculum has been identified as a high priority for students (Reid 2011),
and this project’s outputs will inform existing courses naming sustainability, as well
as a broad spectrum of design courses.
Through this workshop, the author, as a member of the London College of
Fashion, Centre for Sustainable Fashion, has brought its commitment to using fashion to drive change, build a sustainable future and improve the way we live, using
human and ecological resilience as a lens for design in fashion’s artistic and business practice (CSF 2015). The author has made a contribution to the field of Design
for Sustainability (DfS) in fashion, furthering the sense of our interconnections as
people and to our natural world. This workshop has specifically supported the following 4 of the 17 United Nations Sustainable Development Goals:
• SDG 4 – Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all.
• SDG 12 – Ensure sustainable consumption and production patterns.
• SDG 13 – Take urgent action to combat climate change and its impacts.
• SDG 14 – Conservation and sustainable management of the oceans, seas and
marine resources.
The workshop has developed a collaboration framework between industry and
education and has managed to:
• Raise awareness on ocean-related issues and the maritime economy with higher
education students
• Create new cooperation between education and maritime industry
• Improve the employability of students thanks to the acquisition of new sustainability and craft skills
• Share resources between different educational institutes and industry at the
transnational level
The case study recommends transferable skills for educational models and demonstrates how relevant the indigenous fish skin knowledge in partnership with sustainable design strategies can be to connect people to their culture, communities and
the environment. The case study reflects on the dialogue between indigenous craftsmen and Nordic fashion students on common Arctic issues, in particular issues of
sustainable development, sustainable material innovation and Arctic environmental
protection, in order to restore some of the damage that has already happened to the
Arctic’s indigenous culture related to fishing rights and fish skin clothing traditions,
helping to build resilience amongst the Arctic communities. This project recommends engagement with local communities and traditional fish skin knowledge
holders, laying the groundwork for an assessment that is co-produced by both traditional knowledge and British fashion education.
15 SDG 14 Life Below Water