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dc.contributor.authorBrowdy de Hernandez, Jennifer
dc.contributor.authorKent, Holly
dc.contributor.authorMartell, Colleen
dc.date.accessioned2021-09-07T19:33:07Z
dc.date.available2021-09-07T19:33:07Z
dc.date.issued10/27/2015
dc.identifier.urihttp://hdl.handle.net/20.500.12648/3441
dc.description.abstractTeaching ecofeminism is a dynamic, vital practice, demanding a great deal of both educators and students. At the heart of this essay is the question: how can we teach ecofeminism effectively? In this work, we reflect on our successes and failures teaching ecofeminism within various topics and in different settings. While each co-author of this piece brings ecofeminism into our classrooms, we do so in very different ways and have diverse approaches to making ecofeminist theories and ideas feel vital, necessary, and relevant for our students. In our essay, we aim to offer some productive and provocative suggestions and ideas that will be of use to other students, activists, and teachers working in this rich and important field.
dc.subjectEcofeminism
dc.subjectFeminism
dc.subjectFeminist Pedagogy
dc.titleConfronting Student Resistance to Ecofeminism: Three Perspectives
dc.typearticle
refterms.dateFOA2021-09-07T19:33:07Z
dc.description.institutionSUNY Brockport
dc.source.peerreviewedTRUE
dc.source.statuspublished
dc.description.publicationtitleThe Seneca Falls Dialogues Journal
dc.contributor.organizationBard College at SImon's Rock
dc.contributor.organizationMoravian College
dc.contributor.organizationUniversity of Illinois at Springfield
dc.languate.isoen_US


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  • The Seneca Falls Dialogues Journal
    The Seneca Falls Dialogues Journal is a multidisciplinary, peer reviewed, online journal that grows out of the Biennial Seneca Falls Dialogues conference.

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