Environmental Sustainability and Social Justice in Higher Education: A Critical (Eco)feminist Service-Learning Approach in Sports Sciences

Autor/inn/en	Cuenca-Soto, Nuria; Martínez-Muñoz, Luis Fernando; Chiva-Bartoll, Oscar; Santos-Pastor, María Luisa
Titel	Environmental Sustainability and Social Justice in Higher Education: A Critical (Eco)feminist Service-Learning Approach in Sports Sciences
Quelle	In: Teaching in Higher Education, 28 (2023) 5, S.1057-1076 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cuenca-Soto, Nuria) ORCID (Martínez-Muñoz, Luis Fernando) ORCID (Chiva-Bartoll, Oscar) ORCID (Santos-Pastor, María Luisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2023.2197110
Schlagwörter	Higher Education; Sustainable Development; Ecology; Feminism; Service Learning; Conservation (Environment); Social Justice; Environmental Education; Student Attitudes; Sustainability; Foreign Countries; Physical Activities; Athletics; Spain (Madrid) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltige Entwicklung; Ökologie; Feminismus; Service-Learning; Conservation; Environment; Konservierung; Bewahung; Umwelt; Soziale Gerechtigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Schülerverhalten; Nachhaltigkeit; Ausland; Leichtathletik
Abstract	Education for environmental and social sustainability in Higher Education requires a new approach that encompasses both care for nature and social inclusion. Ecopedagogy offers a critical framework within which to provide specific teaching and learning initiatives. In particular, this article aims to explore the effects of a critical (eco)feminist approach implemented through a critical feminist service-learning program. We use a qualitative study with an ethnographic-interpretative approach. The results show an increase in awareness and sensitivity towards environmental education and social justice in the students' understanding, attitude, and commitment to sustainability. Institutional limitations were also detected, leading to a reduction in the opportunities for achieving optimal results that would create a global meaning and a real application of the teachings for sustainability and social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01