This thesis examines key concepts of circular economy in education for sustainable development in the Irish primary school. Using arts-based methods, participants were invited to explore the concepts of a circular economy, circularity, and waste valorisation and to develop knowledge and awareness around measures we can take through education for sustainable development, to heal Mother Earth. Relevant literature was used to analyse how education for sustainable development is presented in policy and curriculum, drawing on Bacchi’s model of policy analysis. The research was guided by a theoretical framework of Froebelian philosophy and ecofeminism which highlight the holistic, participative, and loving potential of creative pedagogies in primary school education. This research examined, with participants, how their learning and activities on sustainability with regard to the sustainable development goals (SDGs) positively impacted on their lives and the lives of others, helping to sustain and protect the natural world. It explicitly introduced the concept of a circular economy in the Irish primary school, with emphasis on the concepts of circularity and reciprocity. It explored an integrative approach to sustainability concepts, specifically the concept of circular economy with visual art approaches. The research reveals findings which demonstrate the place complex concepts such as the circular economy concept have in the primary classroom, when approached carefully and democratically through carefully designed pedagogical approaches, informed by a Froebelian ecofeminist theoretical framework and a pedagogy of love.