Making a Case for Ecofeminist Popular Education in Times of Covid-19

Shirley Walters; Astrid von Kotze

doi:10.4312/as/9665

Avtorji

Shirley Walters Univerza Zahodne Kaplandije, Južna Afrika
Astrid von Kotze Univerza KwaZulu-Natala, Južna Afrika

DOI:

https://doi.org/10.4312/as/9665

Ključne besede:

ekofeminizem, ljudsko izobraževanje, COVID-19, transformativno delovanje

Povzetek

Ekofeminizem ponuja ogrodje, ki naslavlja problematiko patriarhata, kapitalizma in degradacije okolja ter pomaga osmisliti svet, ki nujno potrebuje radikalne spremembe. Epidemija COVID-19 je še bolj očitno zarisala prepade neenakosti in revščine, spolnega nasilja ter turbulenc v biosferi. Članek v luči ekofeminizma kritično analizira primer zdravstvenega tečaja za ženske, zasnovanega na podlagi ljudskega izobraževanja (popular education). Avtorici se kot aktivistki in raziskovalki sprašujeta, kako bi bilo treba spremeniti učni načrt, da bi pridobljeno znanje postalo resnično uporabno in transformativno. Članek tako združuje teorijo ljudskega izobraževanja in ekofeminizma. Po pregledu načel ekofeminizma je predstavljena študija primera v praksi, zaključek pa prikaže, da so elementi, ki se neposredno nanašajo na življenja sodelujočih, na primer zagotavljanje hrane in vode, vstopne točke, prek katerih je možno izpodbijati idejo narave kot »stvari« in vzpostaviti dojemanje narave kot kompleksnega in medsebojno povezanega ekosistema. Tudi zunaj konteksta COVID-19 so ekofeministična načela širšega pomena za ljudsko izobraževanje in njegove transformativne pobude.

Metrike

Nalaganej metrik....

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Abulhawa, S. (2017). Before the last river. In V. Prashad (Ed.), Will the flower slip through the asphalt: Writers respond to Capitalist Climate Change (pp. 100–111). New Left Words.

Badoe, Y., Makengo, N., & Farr, S. (2019, October 29). Women hold up the sky: African women rise for climate justice [Video]. WoMin Alliance. Vimeo. https://vimeo.com/user102798675

Birrell, S. (2020, April 2). It’s a crisis of legitimacy for the capitalist system itself. Briarpatch Magazine. https://briarpatchmagazine.com/articles/view/its-a-crisis-of-legitimacy-for-the-capitalist-system-itself

Cock, J. (2015). Address at the WoMin‘s regional meeting in the Niger Delta, 28 Sept-3 Oct ‚15 [Video]. Youtube. https://www.youtube.com/watch?v=480xsbUj3-g

Cock, J. (2018). The climate crisis and a ‘just transition’ in South Africa: An ecofeminist socialist perspective. In V. Satgar (Ed.), The climate crisis: South African and global democratic eco-socialist alternatives (pp. 210–230). Wits University Press. https://doi.org/10.18772/22018020541.15 DOI: https://doi.org/10.18772/22018020541.15

Daily Maverick. (2021, January 18). South Africa’s current cumulative Covid-19 count. Daily Maverick. https://cutt.ly/wkfRoLb

Eisenstein, C. (2020, October 13) World on Fire. Charles Eisenstein. https://charleseisenstein.org/essays/world-on-fire/?_page=3

Fakier, K., & Cock, J. (2018). Ecofeminist organising in South Africa: Reflections on the feminist table. Capitalism Nature Socialism, 29(6), 1–18. https://doi.org/10.1080/10455752.2017.1421980 DOI: https://doi.org/10.1080/10455752.2017.1421980

Farber, T. (2020, September 1). Shocking stats on gender-based violence during lockdown revealed. Times Live. https://www.timeslive.co.za/news/south-africa/2020-09-01-shocking-stats-on-gender-based-violence-during-lockdown-revealed/

Freire, P. (1970). Pedagogy of the oppressed. Penguin.

Friends of the Earth International. (2020, August 25). Principles for a just recovery from the Covid-19 crisis. https://www.foei.org/features/principles-for-a-just-recovery-from-the-covid-19-crisis.

Gallacher, R. (2020). Covid-19, recession, and the future. Anti-capitalist education for what lies ahead. Briarpatch Magazine. https://briarpatchmagazine.com/articles/view/transcript-briarpatch-covid-19-recession-the-future-webinar.

Gaztambide-Fernández, R. A. (2012). Decolonization and the pedagogy of solidarity. Decolonization: Indigeneity, Education, & Society, 1(1), 41–67.

Ghosh, A. (2019). Gun island. John Murray Publishers.

Giacomini, T. (2018). The 2017 United Nations Climate Summit: Women Fighting for System Change and Building the Commons at COP23 in Bonn, Germany. Capitalism Nature Socialism, 29(1), 89–105. https://doi.org/10.1080/10455752.2018.1434217 DOI: https://doi.org/10.1080/10455752.2018.1434217

Gough, A., & Whitehouse, H. (2019). Centering gender on the agenda of environmental education research. The Journal of Environmental Education, 50(4-6), 332–347. https://doi.org/10.1080/00958964.2019.1703622 DOI: https://doi.org/10.1080/00958964.2019.1703622

Harley, A. (2012). ‘Unlearning’ hegemony: an exploration of the applicability of Alain Badiou’s theory of the event to informal learning through an examination of the life histories of South African social movement activists [Doctoral Dissertation]. University of KwaZulu-Natal.

Klein, N. (2014, December). Climate: The crisis and the movement. Great Transition Initiative. https://greattransition.org/publication/climate-the-crisis-and-the-movement

Manicom, L., & Walters, S. (Eds). (2012). Feminist popular education in transnational debates: Building pedagogies of possibility. Palgrave. https://doi.org/10.1057/9781137014597 DOI: https://doi.org/10.1057/9781137014597

Mellor, M. (1992). Breaking the boundaries: Towards a feminist green socialism. Virago Press.

Mies, M., & Shiva, V. (2014). Ecofeminism (2nd ed.). Zed Books.

Misiaszek G. W. (2016). Ecopedagogy as an element of citizenship education: The dialectic of global/local spheres of citizenship and critical environmental pedagogies. International Review of Education, 62(5), 587–607. https://doi.org/10.1007/s11159-016-9587-0 DOI: https://doi.org/10.1007/s11159-016-9587-0

Mlambo-Ngcuka, P. (2020, April 6). Violence Against Women and Girls: The shadow pandemic. UN Women. https://www.unwomen.org/en/news/stories/2020/4/statement-ed-phumzile-violence-against-women-during-pandemic

Mohanty, C. (2012). Series editor’s foreword. In L. Manicom, & S. Walters (Eds.), Feminist popular education in transnational debates: Building pedagogies of possibility (pp. vii–x). Palgrave.

Oxfam. (2020, September). Feminist futures: Caring for people, caring for justice and rights. Oxfam Discussion Papers. Oxfam GB for Oxfam International. Oxford. https://oxfamilibrary.openrepository.com/bitstream/handle/10546/621046/dp-feminist-futures-caring-people-justice-rights-140920-en.pdf

Popular Education Programme. (2020). The Women’s Health Course 2020. VHS & DVV International.

Randriamaro, Z., & Hargreaves, S. (2019). Research Report: Women stand their ground against big coal. The AfDB Sendou plant impacts on women in a time of climate crisis. WoMin Alliance.

Salleh, A. (2017). Ecofeminism as politics: Nature, Marx and the postmodern (2nd ed.). Zed Books. DOI: https://doi.org/10.5040/9781350219793

Salleh, A. (2018). Rethinking climate politics in the vernacular. Arena Magazine, 155, 18–20. https://arena.org.au/rethinking-climate-politics-in-the-vernacular-by-ariel-salleh/

Saltmarshe, E. (2020, April 3). Tips for framing Covid-19. Ella Saltmarshe. https://medium.com/@ellasaltmarshe/8-tips-for-framing-covid-19-f3c897c1ffa6

Shiva, V. (2014). Preface to the critique influence change edition. In M. Mies & V. Shiva (Eds.), Ecofeminism (2nd ed., pp. xiii–xxi). Zed Books.

Shiva, V. (2017). Foreword. In A. Salleh (Ed.), Ecofeminism as politics: Nature, Marx and the postmodern (2nd ed., pp. xv–xviii). Zed Books. DOI: https://doi.org/10.5040/9781350219793.006

Shiva, V. (2020, April 14). Martin Khor: Leading voice of the South for equity and justice. Social Watch. https://www.socialwatch.org/node/18459#VandanaShiva

South African Food Sovereignty Campaign. (2020). Climate Justice Charter. SAFSC. https://www.safsc.org.za/climate-justice-charter/

Transnational Institute. (2020, July 2). People Power and the Pandemic [Video]. Youtube. https://www.youtube.com/watch?v=xrt6ido9moE&feature=emb_title

Von Kotze, A. (2020). Ecological solidarity and popular education. SISYPHUS – Journal of Education, 8(3), 85–99. https://doi.org/10.25749/sis.19952

von Kotze, A., & Holloway, A. (1999). Living with drought: Drought mitigation for sustainable livelihoods. Intermediate Technology Publications.

Von Kotze, A., Walters, S., & Luckett, T. (2016). Navigating our way: A compass for popular educators. Studies in the Education of Adults, 48(1), 96–114. https://doi.org/10.1080/02660830.2016.1155850 DOI: https://doi.org/10.1080/02660830.2016.1155850

Walters, S. (2018). ‘The drought is my teacher’: Adult learning and education in times of climate crisis. Journal of Vocational, Adult Continuing Education and Training, 1(1). https://doi.org/10.14426/jovacet.v1i1.308 DOI: https://doi.org/10.14426/jovacet.v1i1.18

Walters, S., & Manicom, L. (1996). Gender in popular education: Methods for empowerment. Zed Books.

WoMin Alliance. (2020, April 8). Covid-19 - Crisis upon Crisis in Africa: An ecofeminist perspective. WoMin. https://womin.africa/covid-19-crisis-upon-crisis-in-africa-an-ecofeminist-perspective/