Conscious Consumption Quest

Please note, this step includes a homework assignment prior to class.

Ask students to look at the television programme“Genaaid” (in Dutch) of BNN Vara to prepare for class. Give freedom to watch all episodes, but let them focus on Episode 1 ‘Genaaid: Fast Fashion‘ and 2 ‘Genaaid: Spijkerbroeken en T-shirts’.

In class, ask the students to discuss their experience in small groups, guided by the following questions:

• Were you aware of the extent of the complexity and sustainability impact of the jeans supply chain before watching the television programme?
• How did it impact your perception of the fashion industry?

Introduce supply chains and their steps.

In small teams of 3 to 5 people, students choose a specific part of the supply chain to investigate further. For instance, sourcing raw materials and processing steps such as dyeing or manufacturing to final product delivery.

Homework assignment:
Dive deep into your chosen focus area. Conduct thorough research to understand the processes and actors involved in the selected part of the supply chain. Explore industry publications, academic resources and case studies to gather relevant information.

In class, all teams share the results of their analysis.

Ask the class to provide feedback to the student teams, guided by the following questions:

• What challenges did you encounter during the research?
• Did you reach a thorough understanding of the complexities and interdependencies within that specific area?
• Do you feel you included all actors?

Afterwards, student teams have the time to integrate feedback and insights into their analysis.

Instruct the students on the following Homework Assignment:

Each team analyses what impact each actor in their chosen part of the supply chain experiences. Consider the SDGs and other relevant sources when assessing the impact. The impact includes ecological, societal and economic aspects; and can be positive or negative. For example, include the impact of responsible sourcing, fair labour practices and environmentally friendly manufacturing processes.

Collect data, conduct research and gather information to support the analysis.

All teams present the results of their analysis. Encourage a plenary discussion to enhance awareness of the complex route a pair of jeans has travelled and its impact on people and the planet.

Assessment as learning aims to strengthen the learning process and the development of metacognitive skills. It empowers students to direct their learning and to become independent, critical self-assessors.

Self-assessment

Self-regulated learning

Reflective questions