Applying a Feminist Critique to Environmental Education

Abstract

One thing about which there is widespread consensus is that the earth and its inhabitants are in social and environmental peril. This is where the consensus ends, however, for there is equally widespread disagreement as to the nature and causes of the problems (more social or more environmental), the severity of the problems (for whom are they recognised and felt as problems), and the most appropriate and effective solutions necessary to deal with them. This paper argues for the adoption of a critical, feminist perspective in examining the area of Environmental Education (EE) as an ‘appropriate response’ to this globally perceived socio-environmental crisis.Historically, environmental education emerged out of the early 1970's during the time when the environmental movement was gaining momentum and vitality on a worldwide scale (Disinger, 1983; Robottom, 1985a; Stapp, 1970). It was envisioned by the international participants at the three major UNESCO-UNEP Environment Conferences held that decade, that EE was the most appropriate and hopeful educational response to the crisis situation of the deterioration of quality of life and the environment (Fensham, 1978).The aims of EE that emerged from the UN conference in Tbilisi, USSR in 1977 were particularly ambitious in that they transcended a concern with the roles, objectives and guiding principles of EE and spelled out the need for an understanding of: … the epistemological and institutional structures that affect consideration of environmental demands” … and …. “the obstacles (epistemological, cultural or social) restricting access to educational messages and their utilization” (Robottom, 1985b).