Teaching and learning critical ecofeminism in (and outside of) the graduate classroom

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Gender and Education Pub Date : 2024-01-28 DOI:10.1080/09540253.2024.2307399

Liz Wilkinson, Katelyn Regenscheid, Megan McCready, Shannon Hill, Stacy Hannagan

引用次数: 0

Abstract

An autoethnographic exploration of critical ecofeminist theory and pedagogy, by four students and their professor, provides strategies for creative teaching, learning, writing, and publishing.

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研究生课堂内外的批判性生态女性主义教与学

四名学生和他们的教授对批判性生态女性主义理论和教学法进行了自述式探索，为创造性教学、学习、写作和出版提供了策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Gender and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

9.10%

发文量

期刊介绍： Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.