Abstract
AbstractThis paper presents a gender inclusive curriculum model for environmental studies at the senior secondary level. The curriculum model is based on three sources of information about gender and environmental studies: ecofeminist theory concerning Western constructions of the humanity–nature relation, socialist feminist critique of academic and professional practice in the environmental disciplines, and an analysis of syllabus documents produced for senior secondary environmental studies courses in South Australia and Victoria. The model induces recommendations concerning the representation of the concept ‘environment’ in the syllabus, the portrayal of women in the syllabus, and the pedagogic and assessment strategies promoted in the syllabus.
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