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Ecofeminist Pedagogy ECOFEMINISTPEDAGOGY: FRAMEWORKFORECOSOCIALJUSTICEIN EDUCATION by LaraJeanHarvester BachelorofArts,SimonFraserUniversity,2006 BachelorofEducation,SimonFraserUniversity,2007 THESISSUBMITTEDINPARTIALFULFILLMENTOF THEREQUIREMENTSFORTHEDEGREEOF MASTEROFARTS Inthe FacultyofEducation ©LaraHarvester,2009 SIMONFRASERUNIVERSITY Spring,2009 Allrightsreserved.Thisworkmaynotbe reproducedinwholeorinpart,byphotocopy orothermeans,withoutpermissionoftheauthor. Approval Name: LaraJeanHarvester Degree: MasterofArtsinEducation TitleofThesis: EcofeministPedagogy:FrameworkforEcosocialJustice inEducation. ExaminingCommittee: Chair: Name [Correcttitle–ConsultyourGradSecretary/Assistant ___________________________________________ Dr.SeanBlenkinsop SeniorSupervisor Correcttitle–ConsultyourGradSecretary/Assistant ___________________________________________ Name Dr.HeesoonBai Correcttitle–ConsultyourGradSecretary/Assistant ___________________________________________ Name [InternalorExternal]Examiner Correcttitle–ConsultyourGradSecretary/Assistant UniversityorCompany(ifotherthanSFU) DateDefended/Approved: ___________________________________________ ii SIMON FRASER UNIVERSITY LIBRARY Declaration of Partial Copyriight Licence The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. The author has further granted permission to Simon Fraser University to keep or make a digital copy for use in its circulating collection (currently available to the public at the "Institutional Repository" link of the SFU Library website <www.lib.sfu.ca> at: <http://ir.lib.sfu.ca/handle/1892/112>) and, without changing the content, to translate the thesis/project or extended essays, if technically possible, to any medium or format for the purpose of preservation of the digital work. The author has further agreed that permission for multiple copying of this work for scholarly purposes may bl~ granted by either the author or the Dean of Graduate Studies. It is understood that copying or publication of this work for financial gain shall not be allowed without the author's written permission. Permission for public performance, or limited permission for private scholarly use, of any multimedia materials forming part of this work, may have been granted by the author. This information may be found on the separately catalogued multimedia material and in the signed Partial Copyright Licence. While licensing SFU to permit the above uses, the author retains copyright in the thesis, project or extendE~d essays, including the right to change the work for subsequent purposes, including editing and publishing the work in whole or in part, and licensing other parties, as the author may desire. The original Partial Copyright Licence attesting to these terms, and signed by this author, may be found in the original bound copy of this work, retained in the Simon Fraser University Archive. Simon Fraser University Library Burnaby, BC, Canada Revised: Fall 2007 Abstract Whyhaveenvironmentaleducation,criticalpedagogy,andanti-oppressiveeducation beenunabletoreachtheirgoalsofsocietalchange?Thisthesisexaminessomeofthe shortcomingsandoversightsoftheseframeworksthroughanecofeministlens,andthen offersecofeministpedagogyasanalternativeframeworkforeducatorswhowanttosee educationbecomeamorepowerfulsourceofsocialandecologicaljustice.Ecofeminism callsforecosocialjustice,whichacknowledgesthelinksbetweensocialinjusticeand environmentaldegradation.Foreducatorstoseesocialandecologicaljusticeoccur,they mustlinkthetwotogetherinsteadofkeepingthemseparate.Thisthesisincludesan analysisoftheSocialJustice12courseofferedbytheBritishColumbiaMinistryof Education,andoffersEcosocialJustice12asanalternative. Keywords: ecofeminism;ecofeministpedagogy;socialjustice;environmentaleducation; criticalpedagogy;anti-oppressionpedagogy. iii Dedication ThisthesisisdedicatedtoJoshandColton,whopatientlyputupwithhearing“I havetostudy”forthepastnineyears. iv Acknowledgements IfIweretothankallthepeoplewhohaveinfluencedmealongthewaytothis thesis,thelistwouldbelongerthanyouraverageawardsshowacceptancespeech.That said,aspecialthankshastogotoSeanBlenkinsop,whoseubiquitousquestionswillbe missed.Hegentlypushedmetothinkcarefullyaboutmyassumptions,andpulledoffthe trickybalanceofassistingwithoutcontrollingthroughoutthewritingofthisthesis.Sean wasanexampleofwhatitmightmeantoteachinthespiritofecofeminism. HeesoonBaiencouragedmetoreflectonmylifeexperiencesandletthemlead metothequestionsthatIfeltmostpassionateabouttryingtoanswer.Thisplayeda significantroleinthechoosingofthisthesistopic.Iamthankfulforherencouragement andsupport. Myfamilyandfriendshaveofferedmoralandpracticalsupportthroughoutmy education,includingthewritingofthisthesis,makingallthedifferenceinthisjourney. v TableofContents Approval.............................................................................................................................ii Abstract.............................................................................................................................iii Dedication ......................................................................................................................... iv Acknowledgements............................................................................................................ v TableofContents ............................................................................................................. vi ChapterOneQuestioningtheSocial/EcologicalDivideinEducation......................... 1 ProblemsInEducation................................................................................................... 11 Summary ...................................................................................................................... 22 Chapter2Ecofeminism:APhilosophyofEcosocialJustice...................................... 23 AGeneralDescriptionofEcofeminismanditsMainTenants ...................................... 26 EcofeministPhilosophy................................................................................................. 30 EcofeminismandEcosocialJustice............................................................................... 35 Ecofeminism,Anti-oppressiveEducation,andCriticalPedagogy................................ 38 Summary ...................................................................................................................... 42 Chapter3EcofeministPedagogyforEcosocialJustice ............................................. 44 Preparation..................................................................................................................... 47 WhatAboutPower?....................................................................................................... 51 Embracepower? ........................................................................................................ 53 Problematicaspectsofchallenging powerover relationships................................... 54 AuthorityandPower.................................................................................................. 57 Movingawayfromdomination ................................................................................. 58 Dialogue ...................................................................................................................... 59 DialogueintheEducationalContext............................................................................. 62 DialoguewithMore-Than-Human-Nature.................................................................... 66 Consciousness-RaisingandEmbodiedKnowing.......................................................... 71 EcofeministPedagogyandRacism ............................................................................... 74 Summary ...................................................................................................................... 78 Chapter4EcofeministPedagogyinAction:SocialJustice12Becomes EcosocialJustice12 ......................................................................................................... 82 Introduction ................................................................................................................... 83 SocialJustice12toEcosocialJustice12....................................................................... 85 CurriculumOrganizer“DefiningEcosocialJustice”................................................. 88 CurriculumOrganizer“RecognizingandAnalysingEcosocialInjustice”................ 92 CurriculumOrganizer“MovingTowardanEcosociallyJustWorld” ....................... 94 TheEarthCharterasaFrameworkDocument .............................................................. 96 vi CreatingSpaceforDialogue........................................................................................ 102 Assessment .................................................................................................................. 105 EcologicalDesignandEducation................................................................................ 110 Summary .................................................................................................................... 115 Conclusion.....................................................................................................................
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