Applying a Feminist Critique to Environmental Education

Chiro, Giovanna Di

doi:10.1017/aee.2014.17

Cited by 8 publications

(12 citation statements)

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“…In this way, kitchen work dissolves the false binaries ‘nature/human’ or ‘indoor/outdoor’ and replaces them with an understanding that what we put into our bodies is what we become. Barrett (2005), Di Chiro (1987), Gough and Whitehouse (2003) and Suavè (2005) have identified the need for a greater influence of feminist discourse on environmental education literature. Likewise, feminist theory lacks a discourse on the kitchen that supports cooking as empowering, socially valuable, or politically influential.…”

Section: A Recent History Of Feminist Discourse On the Kitchenmentioning

confidence: 99%

A New Discourse on the Kitchen: Feminism and Environmental Education

Stovall

Baker-Sperry

Dallinger

2015

Aust. J. environ. educ.

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Popularised feminist discourse has devalued daily cooking and implicitly defined it as work that reinforces women's second-class status. In an era of climate change linked to industrialised foods and disease epidemics caused by the modern Western diet, kitchen work has acquired political importance. Daily cooking must be understood as public, as well as private. Neither feminist theorists nor environmental educators have integrated cooking in the kitchen, specifically, into discourse. By examining two local foods activist groups, we measure one site where feminists value cooking, and we develop a feminist theory of gender-inclusivity. Based on our survey, feminists who cook with local foods are only beginning to ideologically integrate feminism and sustainable foods cooking; however, we argue that in practice, the connection is strong and that it is time to conceptualise a new discourse on the kitchen for a feminist-environmental theory of cooking.

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Section: A Recent History Of Feminist Discourse On the Kitchenmentioning

confidence: 99%

A New Discourse on the Kitchen: Feminism and Environmental Education

Stovall

Baker-Sperry

Dallinger

2015

Aust. J. environ. educ.

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“…These differing interpretations arise from the diversity of phUosophical positions upheld in environmental education, which can be loosely classified as positivist (Culen & VoUc, 2000;Knapp, VoUc, & Hungerford, 1997;Ruskey, WUke, & Beasley, 2001;Zmt & Peyton, 2001), UberaUst (Barcena & Payne, 1995;SterUng, 1993SterUng, , 1996, neo-Marxist (Di Chko, 1987a, 1987bDiduck & Sinclair, 1997a;Fien, 1993;Fien & TraUier, 1993a;Huckle, 1993Huckle, , 1996Huckle, , 1999Robottom & Hart, 1993) and poststmcmraUst (Ferreka, 1999(Ferreka, /2000A. Gough, , 1999, 1998dStables, 1996Stables, , 1997Stables & Bishop, 2001).…”

Section: In T H E Neighbourhood Of Environmental Educationmentioning

confidence: 99%

“…Nature is picmred as a fecund female slave whose Chko, 1987b, p, 30) Dismpting patriarchal discourses opens up spaces for voices that have been sUenced, such as the voices of women and indigenous persons/peoples. The need to create the conditions for such sUenced voices to be heard has been recognised and advocated not only by feminist theorists in envkonmental education (Di Chko, 1987a, 1987b, but by government poUcy (Envkonment AustraUa, 1999 and curriculum documents (MCEETYA, 1999 ; Panel for…”

Section: Howitt's (2001) Experiences Of Uicluduig Uidigenous Voices Umentioning

confidence: 99%

“…Enacting as if friends as a mode of becoming-uncertain has important professional impUcations for envkonmental education because it forges links with prominent contemporary issues, such as the need to dismpt patriarchal theory and practice, and the need to include indigenous voices (Di Chko, 1987a;Fien, 2001; A. ; Panel for Education for SustaUiable Development, 1998;UNCED, 1992). Fien (2001) and have emphasised die interrelatedness of these two issues and the need to address them in conjunction.…”

Section: As If Friendsmentioning

confidence: 99%

“…Litde has been done, however, to relate these perspectives to envkonmental education curricula or pedagogies. The limited engagements that have occurred to date focus mainly on the inclusion of women's voices by rewriting envkonmental education theory and practice through critical feminism (Di Chko, 1987a, 1987b, poststmcmraUst fenUnism (A. Gough, , 1999 and ecofeminism (Fawcett, 2000;Fry, 2000).…”

Section: Introductionmentioning

confidence: 99%

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In the neighbourhood of uncertainty : poststructuralisms and environmental education

Hardy¹

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Research Methodologies Represented (or Not) in AJEE

Gough

2014

Aust. J. environ. educ.

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As one of the contributors to the first issue of the Australian Journal of Environmental Education (AJEE) in 1984 (and to a further seven issues between 1991 and 2009), and as a sometime member of its editorial board (1991–1994) and the editorial collective that edited four issues (1999–2002), I have been privileged to witness at close hand its development from infancy to maturity. My particular focus in this brief reflection on the journal's development is on the research methodologies that it has privileged or diminished. In the interests of brevity, I focus in detail only on some tendencies that emerged in the first few issues, with the remainder being dealt with via selective references and impressions.

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Applying a Feminist Critique to Environmental Education

Cited by 8 publications

References 0 publications

A New Discourse on the Kitchen: Feminism and Environmental Education

A New Discourse on the Kitchen: Feminism and Environmental Education

In the neighbourhood of uncertainty : poststructuralisms and environmental education

Research Methodologies Represented (or Not) in AJEE

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