This timely book provides a starting point for critical analysis and discourse about the status of gendered perspectives in environmental education research.
This timely book provides a starting point for critical analysis and discourse about the status of gendered perspectives in environmental education research.
Annette Gough OAM is Professor Emerita of Science and Environmental Education in the School of Education at RMIT University. She has held senior appointments at RMIT and Deakin University and has been a visiting professor at universities in Canada, South Africa and Hong Kong, as well as being life fellow of the Australian Association for Environmental Education and the Victorian Association for Environmental Education.
Inhaltsangabe
1. Reflections and refractions on gender and environmental education Section I: Putting women on the agenda 2. Recognising women in environmental education pedagogy and research 3. The power and the promise of feminist research in environmental education 4. The contribution of ecofeminist perspectives to sustainability in higher education 5. Generating a gender agenda for environmental education 6. Centring gender on the agenda for environmental education research Section II: Feminisms and nature in environmental education 7. The "nature" of environmental education research from a feminist poststructuralist standpoint 8. The "nature" of environmental education from new material feminist and ecofeminist viewpoints 9. Challenging amnesias: Feminist new materialism / ecofeminism / women / climate / education 10. Reconceiving nature, gender and sustainability Section III: Moving beyond feminisms and gender 11. Listening to voices from the margins: Transforming environmental education 12. Queer(y)ing environmental education research 13. The generativity of feminist and environmental cartoons for environmental education research and teaching 14. Cyborg subjectivities and liminal experiences 15. Gender, education and the Anthropocene Section IV: Conclusion 16. Where to now for gendered environmental education research?
1. Reflections and refractions on gender and environmental education Section I: Putting women on the agenda 2. Recognising women in environmental education pedagogy and research 3. The power and the promise of feminist research in environmental education 4. The contribution of ecofeminist perspectives to sustainability in higher education 5. Generating a gender agenda for environmental education 6. Centring gender on the agenda for environmental education research Section II: Feminisms and nature in environmental education 7. The "nature" of environmental education research from a feminist poststructuralist standpoint 8. The "nature" of environmental education from new material feminist and ecofeminist viewpoints 9. Challenging amnesias: Feminist new materialism / ecofeminism / women / climate / education 10. Reconceiving nature, gender and sustainability Section III: Moving beyond feminisms and gender 11. Listening to voices from the margins: Transforming environmental education 12. Queer(y)ing environmental education research 13. The generativity of feminist and environmental cartoons for environmental education research and teaching 14. Cyborg subjectivities and liminal experiences 15. Gender, education and the Anthropocene Section IV: Conclusion 16. Where to now for gendered environmental education research?
1. Reflections and refractions on gender and environmental education Section I: Putting women on the agenda 2. Recognising women in environmental education pedagogy and research 3. The power and the promise of feminist research in environmental education 4. The contribution of ecofeminist perspectives to sustainability in higher education 5. Generating a gender agenda for environmental education 6. Centring gender on the agenda for environmental education research Section II: Feminisms and nature in environmental education 7. The "nature" of environmental education research from a feminist poststructuralist standpoint 8. The "nature" of environmental education from new material feminist and ecofeminist viewpoints 9. Challenging amnesias: Feminist new materialism / ecofeminism / women / climate / education 10. Reconceiving nature, gender and sustainability Section III: Moving beyond feminisms and gender 11. Listening to voices from the margins: Transforming environmental education 12. Queer(y)ing environmental education research 13. The generativity of feminist and environmental cartoons for environmental education research and teaching 14. Cyborg subjectivities and liminal experiences 15. Gender, education and the Anthropocene Section IV: Conclusion 16. Where to now for gendered environmental education research?
1. Reflections and refractions on gender and environmental education Section I: Putting women on the agenda 2. Recognising women in environmental education pedagogy and research 3. The power and the promise of feminist research in environmental education 4. The contribution of ecofeminist perspectives to sustainability in higher education 5. Generating a gender agenda for environmental education 6. Centring gender on the agenda for environmental education research Section II: Feminisms and nature in environmental education 7. The "nature" of environmental education research from a feminist poststructuralist standpoint 8. The "nature" of environmental education from new material feminist and ecofeminist viewpoints 9. Challenging amnesias: Feminist new materialism / ecofeminism / women / climate / education 10. Reconceiving nature, gender and sustainability Section III: Moving beyond feminisms and gender 11. Listening to voices from the margins: Transforming environmental education 12. Queer(y)ing environmental education research 13. The generativity of feminist and environmental cartoons for environmental education research and teaching 14. Cyborg subjectivities and liminal experiences 15. Gender, education and the Anthropocene Section IV: Conclusion 16. Where to now for gendered environmental education research?
Rezensionen
"[Gough's] scholarship brings the intricacies of feminist and ecofeminist debates into environmental education research. She does the hard work of theoretical sensemaking to assist and encourage researchers to deepen feminist and ecofeminist orientations within their praxis. She encourages researchers to draw on interna tional sociological and cultural thinking across ecofeminism and materialist discursive analysis - she urges more research that explores possibilities of intersectional ecological-feminist approaches, as well as sounding out the implications of postnature and post-human nature"
- Shirley Walters, Institute for Post-School Studies, University of the Western Cape, and Anna James, Centre for Creative Education, https://doi.org/10.1007/s11159-024-10117-2
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