ECOFEMINISM AS A PEDAGOGICAL PROJECT: WOMEN, NATURE, AND EDUCATION
Article first published online: 17 AUG 2007
Volume 57, Issue 3, pages 351–368, August 2007
How to Cite
Li, H.-l. (2007), ECOFEMINISM AS A PEDAGOGICAL PROJECT: WOMEN, NATURE, AND EDUCATION. Educational Theory, 57: 351–368. doi: 10.1111/j.1741-5446.2007.00262.x
- Issue published online: 17 AUG 2007
- Article first published online: 17 AUG 2007
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.