Our People
Dr Natalia Eernstman
Dr Natalia Eernstman is an artist, educator and researcher, specialising in (community) learning through artful and performative means. She is a senior lecturer on the MA Creative Education and runs (research) projects in the field of creative education, community-engaged art practice, intergenerational learning and environmental art. She works in communities and with universities, often around climate change and bridging (social) science and art.
With over 10 years of experience Natalia is a skilled facilitator and she has run large-scale site-specific art events. She was part of the Education Department at Wageningen University in The Netherlands and holds a PhD from University Arts London / Falmouth University.
Current collaborations are with the University of Gothenburg in a project called ‘Imaginative Disruption’. And she is in the process of setting up a CIC that connects children and their families in creative, collaborative learning to translate debilitating feelings of eco-anxiety in agency. She is also involved in organising the biennial symposium Making Learning at Arts University Plymouth.
Seedbox grant, a Mistra-Formas Environmental Humanities Collaboratory (Sweden)
- Action, collaborative research
- Research into education
- Creative education
- Socially engaged, community practice
- Environmental arts practice
Eernstman, N. (2018) Reclaim the Streets! In: Affolter, C., Varga, A. (eds.) Environment and School Initiatives, Lessons from the ENSI Network - Past, Present and Future. Environment and School Initiatives: Vienna and Eszterhazy Karoly University: Budapest.
Gordijn, F. Eernstman, N. Helder, J., Brouwer, H. (2018) Reflection Methods, Practical Guide for Trainers and Facilitators. Wageningen: Wageningen UR Centre for Development Innovation
Brown, K., N. Eernstman, A. R. Huke and N. Reding (2017) ‘The drama of resilience: learning, doing, and sharing for sustainability’, Ecology and Society 22 (2):8.
Eernstman, N., Wals, A.E. (2013) ‘Locative Meaning-making: An Arts-based Approach to Learning for Sustainable Development’. Sustainability, 5, 1645-1660.
Gordijn, F.; Helder, J.J.A.; Eernstman, N. (2012) Reflection Methods: Tools to Make Learning More Explicit. Wageningen : Wageningen UR Centre for Development Innovation, (Report CDI-12-006) – p. 62.
Eernstman, N. & Wals, A.E.J. (2011) ‘Learning from each other: second evaluation report of the implementation of the UNECE Education for Sustainable Development Strategy’. Geneva: UNECE
Eernstman, N., van Boeckel, J., Sacks, S. and Myers, M. (2012) ‘Inviting the unforeseen: a dialogue about art, learning and sustainability’, In: Learning for sustainability in times of accelerating change. Wals, A.E.J. and Blaze Corcoran, P. (Eds), Wageningen Publishers
Eernstman, N. & Wals, A.E.J. (2011) ‘Learning from each other: second evaluation report of the implementation of the UNECE Education for Sustainable Development Strategy’. Geneva: UNECE
Eernstman, N.; Wals, A.E.J (2009) ‘Jhum meets IFOAM: introducing organic agriculture in a tribal society’. International Journal of Agricultural Sustainability 7, 95–106
