Taking risks. Exploring ecofeminist, climate-just popular education.

Autor/inn/en	Von Kotze, Astrid; Walters, Shirley
Titel	Taking risks. Exploring ecofeminist, climate-just popular education.
Quelle	In: European journal for Research on the Education and Learning of Adults, 14 (2023) 1, S. 17-33Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:27216 10.3384/rela.2000-7426.4324
URN	urn:nbn:de:0111-pedocs-272167
Schlagwörter	Feminismus; Natur; Klimawandel; Gerechtigkeit; Erwachsenenbildung; Volksbildung; Ökologische Erwachsenenbildung; Risiko
Abstract	The climate catastrophe is a clarion call to humanity to change how we live. How do radical popular educators respond to this call? We 'join the dots' using climate justice, ecofeminism and our own insights from our engaged activist scholarship as theoretical positions to explore this question. Dominant Western worldviews which separate humans from other life forms contribute to ecological degradation. For climate justice, this hard-wired worldview needs to be disrupted. Drawing on multiple examples from Africa, we conclude that ways to do this require the foregrounding of cognitive justice which includes recognising the validity of multiple knowledges, learning from others and supporting communities' in their struggles for reparation, reclamation and conservation of their land. These actions can be amplified in engagements which disrupt the unsustainable behaviour and policies of the wealthy. We argue that radical popular education in these times is climate just and ecofeminist. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1