Reimagining intersectionality in environmental and sustainability education: A critical literature review

Scientific Literacy and Social Transformation

“…Cho et al ( 2013 ) complement this definition by asserting that intersectionality is “… an analytic sensibility […] to explore the problem of sameness and difference and its relation to power…” (p. 795). According to Maina-Okori et al ( 2018 ), intersectionality is a framework to deconstruct and disrupt oppression, challenging hegemonic structures such as patriarchy, colonialism, capitalism, and anthropocentrism that reproduce inequality and contribute to a continued environmental degradation, operating as systems of sociohistorical and economic domination (Esnard & Cobb-Roberts, 2018 ).…”

“…In contrast with the higher education field, where intersectionality has made an increasing contribution (Esnard & Cobb-Roberts, 2018 ; Harris & Patton, 2019 ; Nichols and Stahl, 2019 ; Haynes et al, 2020 ), in the science education field, intersectionality has just been examined, among others, in its relationship with political science faculties (Cabrera, 2014 ), medical education (Muntinga et al, 2016 ), mathematical education (Bullock, 2018 ), geoscience education research (Matheis et al 2019 ; Núñez et al, 2020 ), science identity (Avraamidou, 2020 ; Castro & Collins, 2021 ), and in environmental and sustainability education (Maina-Okori et al, 2018 ). According to Metcalf et al ( 2018 , p. 583) “…one reason, apart from the lack of awareness, researchers have not yet adopted intersectionality frameworks for studying STEM participation is that it poses methodological challenges…”.…”

North Atlantic fishy feminists and the more-than-human approach: a conversation

“…Ecofeminist analyses aimed to connect local experiences and contexts of inequalities and exploitation to broader, intersecting systems including patriarchy, capitalism, colonialism, and speciesism (Maina-Okori et al 2018;Merchant 1980;Mies & Shiva 2014;Plumwood 2000). Ecofeminist approaches challenge research that treats human activity as undifferentiated (i.e., treating all human activity as equally damaging and holding all humans equally responsible), and redirect attention to how marginalized groups are both more likely to experience the negative impacts of the Anthropocene and least likely to have control over practices and institutions that are destructive to Nature.…”

Chapter 30: The Environmental Management Act (2011): a basis for the growth of an environmental ethos and good environmental governance in Zambia?

“…Section 109 of EMA empowers a member of the public to request in writing the Director-General to investigate an alleged contravention of the legislative provisions. ____________________ 40 See generally: Woock (1972);and Maina-Okori et al (2017). 41 Aceves (2003: 360).…”