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Argues that environmental education should address this shared domination logic rather than rely on isolated dualisms. Develops an ecofeminist pedagogy by examining three change areas for environmental education—relationship, structure, and practice—via dialogue, ecological design theory, the Earth Charter, and assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/environmental-education-and-ecofeminist-pedagogy-paper/597502/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/environmental-education-and-ecofeminist-pedagogy-paper/597502.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper connect social justice with ecological justice?","Question",{"text":112,"@type":113},"It argues that social and ecological justice are not mutually exclusive and are linked through a shared logic of domination maintained by oppositional value dualisms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the paper propose environmental education should focus on?",{"text":117,"@type":113},"Environmental education should confront the shared logic of domination rather than addressing only individual or isolated dualisms.",{"name":119,"@type":110,"acceptedAnswer":120},"Which areas of change does the paper suggest for ecofeminist environmental education?",{"text":121,"@type":113},"It highlights three potential areas: relationship, structure, and practice, developed through dialogue, ecological design theory, the Earth Charter, and assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597502,1792191353,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Environmental Education and Ecofeminist Pedagogy: Bridging the Environmental and the Social  \nLara Harvester & Sean Blenkinsop, Simon Fraser University, Canada  \nAbstract:  \nThis paper begins by suggesting that issues of social and ecological justice are not mutually exclusive. They are tied together through the logic of domination which is, in turn, sustained by oppositional value dualisms such as man/ woman, human/nature, and white/non-white. As such, we suggest that environmental education must deal with the shared logic of domination as opposed to any individual dualism. The body of this paper attempts to respond to this challenge through an exploration of ecofeminism and then an expansion of several components of what might be included in an ecofeminist pedagogy. This exploration focuses on three potential areas of change for environmental education—relationship, structure, and practice—by examining the more concrete aspects of dialogue, ecological design theory, the Earth Charter, and assessment.  \nRésumé  \nLe présent article postule pour commencer que les questions de justice socialeet écologique ne sont pas mutuellement exclusives. Elles sont liéespar la logique de la domination, qui est, à son tour, entretenue par des dualismes dont les valeurs sont opposées, tels que les dualismes homme/femme, humain/nature et Blanc/non-Blanc. Nous avançons ainsi que l’éducation environnementale doitse pencher sur la logique partagée de la domination, et non sur un dualismeindividuel quelconque. Nous tentons dans le corps de l’article de relever ce défi en examinant l’écoféminisme puis en analysant plusieurs éléments pouvant faire partied’unepédagogie écoféministe. Cet examen est principalement orienté vers trois domaines de changement possibles dans l’éducation environnementale – la relation, la structure et la pratique – et suit l’étude d’aspects plus concrets du dialogue, de la théorie de la conception écologique, de la Charte de la Terre et de l’évaluation.  \nKeywords: ecofeminism, social justice, environmental education  \n120 Canadian Journal of Environmental Education, 15, 2010  \nToo [often ignored in education...is](often ignored in education...is) the fact that culture and environment, or humans and nature, are inextricably connected and that our educational policies, structures, theories, traditions, and academic journals continue to operate as if this were not the case. (Gruenewald, 2006, p. 206)  \nIntroduction  \nHow might environmental education address the linkage between social justice and sustainable, mutually healthy, human relations with the rest of nature? In this paper we suggest that the answer is not to take bits and pieces of social justice and anti-oppression education and insert them, unexamined, into an environmental education framework, but to find theory which itself conceptualizes this connection. As a result, our focus is to explore ecofeminism and propose it as a potential framework capable of holding the linkage between social and environment justice in an educational context.  \nBeginning almost 40 years ago with the Tbilisi Declaration, environmental education has been understood by some to be the form of education most likely to change society’s attitude towards nature, encouraging future generations to adopt more ecologically sustainable lives (Gruenewald, 2004; Hopkins, 2009; Smyth, 2006; Stevenson, 2007) . Today, it is apparent that this has not occurred, at least not in a substantial enough way to halt the ecological crisis. Meanwhile, although the influence of the social justice movement has improved access to education, and subsequent material and social security for some marginalized populations, there is still much work to be done in terms of working against racism, classism, sexism, and ableism in the educational context (Kumashiro, 2000) . Especially relevant to ecofeminist pedagogy, given its starting point“that the dominations of women, other human Others, and nonhuman nature are interconne","cbCaicT2n1w6abBV","https://ap.wps.com/l/cbCaicT2n1w6abBV","pdf",528988,15,"English","# Introduction\n## Environmental education, social justice, and sustainable relations\n## Ecofeminism as an educational framework\n# Ecofeminist pedagogy components\n## Relationship, structure, and practice\n## Dialogue, ecological design, Earth Charter, assessment","[{\"question\":\"How does the paper connect social justice with ecological justice?\",\"answer\":\"It argues that social and ecological justice are not mutually exclusive and are linked through a shared logic of domination maintained by oppositional value dualisms.\"},{\"question\":\"What does the paper propose environmental education should focus on?\",\"answer\":\"Environmental education should confront the shared logic of domination rather than addressing only individual or isolated dualisms.\"},{\"question\":\"Which areas of change does the paper suggest for ecofeminist environmental education?\",\"answer\":\"It highlights three potential areas: relationship, structure, and practice, developed through dialogue, ecological design theory, the Earth Charter, and assessment.\"}]","Environmental Education and Ecofeminist Pedagogy - Paper | PDF",1792085134,38]