Ecofeminism as a Pedagogical Project: Women, Nature, and Education

Autor/in	Li, Huey-li
Titel	Ecofeminism as a Pedagogical Project: Women, Nature, and Education
Quelle	In: Educational Theory, 57 (2007) 3, S.351-368 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/j.1741-5446.2007.00262.x
Schlagwörter	Stellungnahme; Educational Change; Norms; Ethics; Feminism; Social Bias; Social Attitudes; Activism; Social Problems; Teamwork; Social Change; Global Approach; World Views + Suchen Sie Ihr Suchwort? Bildungsreform; Normwert; Ethik; Feminismus; Social attidude; Soziale Einstellung; Aktivismus; Politischer Protest; Social problem; Soziales Problem; Sozialer Wandel; Globales Denken; World view; Weltanschauung
Abstract	In this essay, Huey-li Li inquires into how ecofeminist analyses of the woman-nature affinity call for the rectification of polarized conceptions of "nature." By attending to the interconnections between various forms of oppression, Li argues, ecofeminism sheds light on how gender ideology influences our worldview and the construction of educational institutions. Above all, she contends, ecofeminism as a pedagogical project emphasizes ethical activism within oppressive contexts. The recent development of ecofeminism, in particular, represents a collaborative feminist coalition aimed at redressing interrelated oppressive systems in patriarchal societies. The transformative potential of the praxis of ecofeminism, Li concludes, lies in its mobilization of both dominant groups and subordinate groups to undertake collective educational efforts to critically examine existing social norms and to explore the possibilities of establishing new ethical norms in the global community. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10