Abstract
A gendered critique of the theory and practice of popular education and of environmental policy and planning processes, gives visibility to the means by which women's world views and ways of knowing and doing motivate their environmental and educational work. With reference to experience in India, Bolivia, El Salvador, Brazil, and Canada, a case is made for the recognition of non-violent, but holistic resistance strategies. These are based on women's approaches to environmental action learning, to change attitudes, behaviour and responsibility for personal and social transformation and to inhibit the continued degradation of human support systems.
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