Ecofeminisms and education: repositioning gender and environment in education

Abstract

This issue of Gender and Education explores aspects of the relationship of ecofeminisms and the environment to gender and education in the broadest sense.It provides an opportunity to re-think how ecofeminisms have, or could, inform educational theory and practice.In our call for papers we suggested the following questions as one way of sparking ideas for contributors:. How is ecofeminist thought currently being taken up in practice in diverse educational sites (e.g.early childhood, elementary, secondary and higher education, informal, community and adult education, activist learning, social learning, public pedagogies)? .How does ecofeminist-inspired education, training, or activist pedagogies perpetuate and/or disrupt dominant ideologies about gender and the marginalization of diverse voices? .What affinities and tensions are at play between ecofeminisms and feminist new materialisms, intersectionality, and/or posthumanism, and what might these imply for gender and education? .How could critical environmentally-oriented education movements and subfields (e.g.climate justice education, common worlds pedagogies, critical animal-focused education, critical food education, environmental justice education, Land education, queer ecopedagogies, etc.) be more informed by ecofeminism, and what directions could that take those fields? .What could ecofeminisms contribute to queer feminisms and what could queer feminisms contribute to ecofeminisms in the context of educational practice and theory?

Topics & Concepts