CRAFTING CHANGE: EMPOWERING DEAF FEMALE LEARNERS THROUGH A HANDS-ON, ARTS-BASED CLIMATE INITIATIVE.

Abstract

Plastic pollution poses an escalating global threat, with projections warning of more plastic than fish in our oceans by 2050. In East Africa, this crisis intersects with deep educational inequities, particularly for learners with disabilities who remain excluded from climate adaptation and education programs. This study addresses this gap by investigating how a hands-on, arts-based climate initiative integrated into the formal curriculum can simultaneously advance environmental literacy, social inclusion, and learner empowerment. Grounded in Education for Sustainable Development (ESD), Human Capital Theory, and the Capability Approach, a three-month intervention engaged 60 deaf female pupils of Grades 4,5, and 6 in Tanzania through the 3Rs framework (Reduce, Reuse, Recycle). Learners participated in modules on plastic pollution, collected waste, upcycled materials into marketable crafts, and led community exhibitions. Qualitative findings from observations, teacher interviews, and learner artefacts revealed promising outcomes: enhanced creativity, confidence, and environmental stewardship, alongside increased visibility and inclusion. The initiative also advanced multiple Sustainable Development Goals (SDGs), including SDG 4 (Quality Education), SDG 5 (Gender Equality), SDG 10 (Reduced Inequalities), and SDG 13 (Climate Action). Key challenges included limited instructional time, language barriers in sign-supported sustainability concepts, and market resistance to upcycled products. The study concludes that embedding experiential, arts-based education within inclusive curricula is a powerful strategy for fostering agency and sustainability among marginalized learners. It offers actionable recommendations for educators, curriculum developers, and policymakers to institutionalize inclusive ESD and build resilient, equitable futures.