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‘More Crucial’ Matters: Reclaiming ‘Sustainability’ and Transcending The Rhetoric of ‘Choice’ through Ecofeminist Pedagogy
Karyn Pilgrim and H. Louise Davis
Ethics and the Environment
Vol. 20, No. 1 (Spring 2015), pp. 123-139
Published by: Indiana University Press
Stable URL: http://www.jstor.org/stable/10.2979/ethicsenviro.20.1.123
Page Count: 17
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This paper advances a theory for ecofeminist sustainability pedagogy. The need to adapt to a world of diminishing resources is central to ecofeminism, sustainability, and permaculture, and for this reason, the integration of principles drawn from these theoretical frameworks can serve as a powerful means of transforming what is taught in the classroom and beyond. Ecofeminism considers the ecological and social dimensions that reinforce women's oppression globally, while sustainability practitioners and environmental justice activists expose the tensions inherent between human wants and needs in juxtaposition to environmental limits. Permaculture offers a conceptual map for moving forward in a holistic and integrative way by cultivating long-term systems thinking and situating human behaviors and practices within a local-global framework with social justice at its core. An ecofeminist sustainability pedagogy advocates empowered citizenship and inspires students to assume responsibility for their own choices, while fostering new approaches to culture change.
© 2015 Indiana University Press