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Submit a Manuscript to the Journal
Gender and Education

For a Special Issue on
Ecofeminisms and Education: Repositioning gender and environment in education

Abstract deadline
30 November 2022

Manuscript deadline
15 March 2023

Cover image - Gender and Education

Special Issue Editor(s)

Annette Gough, RMIT University
[email protected]

Connie Russell, Lakehead University
[email protected]

Hilary Whitehouse, James Cook University
[email protected]

Teresa Lloro, California State Polytechnic University, Pomona
[email protected]

Shirley Walters, The University of the Western Cape
[email protected]

Yi Chien Jade Ho, Simon Fraser University
[email protected]

Submit an ArticleVisit JournalArticles

Ecofeminisms and Education: Repositioning gender and environment in education

The notion of “ecofeminism” has been around for nearly 50 years, and has enjoyed a recent resurgence of interest as gender and the environment re-emerge on the agenda. Perhaps one of the reasons ecofeminisms are now being rethought and repositioned in education is related to the growing interest in theoretical approaches that have significant overlaps, such as intersectionality, feminist new materialisms, and posthumanisms.

At play, too, is the sense of urgency many feel in response to the climate emergency and other problems associated with the Anthropocene that may have sparked, as Greta Gaard (2011) suggests, interest in an approach that “frames these issues in such a way that people can recognize common cause across the boundaries of race, class, gender, sexuality, species, age, ability, nation—and affords a basis for engaged theory, education, and activism” (p.44).

While ecofeminism has been discussed sporadically in environmental education for close to 30 years now, these conversations have only occasionally reached beyond those particular circles in education. One of the goals of this Special Issue of Gender and Education is to broaden the conversations. This journal publishes articles that consider how gender shapes and is shaped by social, cultural, discursive, affective and material dimensions of difference and seeks to generate multi-disciplinary and critical discussions of the complex interplay of gender and education across all educational sites and forms within a lifelong learning approach. It has long had "social justice" as an overarching goal, and it is our hope that this Special Issue will illuminate how climate justice, environmental and ecological justice, planetary justice, animal justice, Indigenous land sovereignty, and other such frames can expand ideas about the "social" beyond the human, in ways that are generative for readers of this journal.

As one way to spark potential papers that align with the Special Issue, we have developed a list of initial questions about how ecofeminism has, or could, inform educational theory and practice. Of course, this is far from an exhaustive list, and other contributions that address the main themes are most welcome.

How is ecofeminist thought currently being taken up in practice in diverse educational sites (e.g., early childhood, elementary, secondary and higher education, informal, community and adult education, activist learning, social learning, public pedagogies)?
How does ecofeminist-inspired education, training, or activist pedagogies perpetuate and/or disrupt dominant ideologies about gender and the marginalization of diverse voices?
What affinities and tensions are at play between ecofeminisms and feminist new materialisms, intersectionality, and/or posthumanism, and what might these imply for gender and education?
How could critical environmentally-oriented education movements and subfields (e.g., climate justice education, common worlds pedagogies, critical animal-focused education, critical food education, environmental justice education, Land education, queer ecopedagogies, etc.) be more informed by ecofeminism, and what directions could that take those fields?
What could ecofeminisms contribute to queer feminisms and what could queer feminisms contribute to ecofeminisms, in the context of educational practice and theory?
How are the hyper-accelerating changes in environmental conditions in specific locales around the world affecting women, girls, and those who identify as nonbinary and genderfluid, and what roles might education initiatives play in response?
What insights might ecofeminisms offer for understanding the complex relationships between gender, environmentalism, colonialism and anti-colonialism, particularly in post-colonial and settler-colonial educational contexts?
What can be learned from historical and contemporary ecofeminist thought, perhaps especially in light of debates around "strategic essentialisms"?

A more detailed call for proposals is available from the SI editorial team ([email protected]) or download from https://www.lakeheadu.ca/users/R/crussell/cfp-gender-education-ecofeminisms-si

Submission Instructions

The guest editors welcome theoretical and empirical papers from contributors that align well with the CFP and the aims and scope of Gender and Education. The working language of the collection is English, as is the refereeing and editing process.

To begin, we seek proposals of up to 1,000 words (plus references) by 30 November 2022. Please email these directly to the guest editors ([email protected]). We welcome submissions by sole authors, multiple authors, and feminist collectives and from diverse disciplines, interdisciplines and transdisciplines. Proposals should crystallise the key arguments of the proposed paper and map out how the aims of the paper will be achieved. Accepted proposals will be those deemed most likely to:

have a focus and content in line with the CFP;
make a significant, innovative or creative contribution to theoretical, methodological, and/or practical understandings of ecofeminisms, gender, and education;
have a coherent research method/scholarly approach, arguments, and conclusions; and
be understood by an international audience.

Invitations to submit a full paper will be sent to selected authors by 15 December 2022.

Complete draft manuscripts should be a maximum of 8,000 words (including references) and will be due by 15 March 2023. Select "Ecofeminisms and Education" special issue when submitting your paper to ScholarOne.

Final acceptance of an article is conditional upon peer review assessments and the decision of the Guest Editors and Journal Editors. We anticipate publishing the special issue in late 2023 or early 2024, with accepted articles published online in advance as ready.

For further information or to submit a proposal abstract, please email [email protected]

Instructions for AuthorsSubmit an Article

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