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dc.contributor.authorIverson, Susan V.
dc.date.accessioned2021-09-07T19:33:08Z
dc.date.available2021-09-07T19:33:08Z
dc.date.issued2015-10-27
dc.identifier.urihttp://hdl.handle.net/20.500.12648/3442
dc.descriptionAn earlier version of this paper was presented at the 2014 Seneca Falls Dialogues.
dc.description.abstractEducation for sustainable development (ESD) has gained much currency in the literature; yet, less attention has been given to understanding or defining learning outcomes, or rather, what competencies for sustainability should students develop and be able to demonstrate. In this position paper, I ask (and answer) the question, “What might be gained by bringing a feminist lens, and specifically an ecofeminist perspective, to ESD?” I argue that infusing ecofeminism into ESD can develop students’ sustainability competence beyond individual level change to thinking and acting systemically; it can develop the critical consciousness, activist skills, and deeper sustainability knowledge needed to foster social change.
dc.subjectEcofeminism
dc.subjectSustainability
dc.subjectCompetence
dc.titleThe potential of ecofeminism to develop ‘deep’ sustainability competencies for education for sustainable development
dc.typearticle
refterms.dateFOA2021-09-07T19:33:08Z
dc.description.institutionSUNY Brockport
dc.source.peerreviewedTRUE
dc.source.statuspublished
dc.description.publicationtitleThe Seneca Falls Dialogues Journal
dc.contributor.organizationKent State University
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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