Education for sustainable development (ESD) has gained much currency in the literature; yet, less attention has been given to understanding or defining learning outcomes, or rather, what competencies for sustainability should students develop and be able to demonstrate. In this position paper, I ask (and answer) the question, “What might be gained by bringing a feminist lens, and specifically an ecofeminist perspective, to ESD?” I argue that infusing ecofeminism into ESD can develop students’ sustainability competence beyond individual level change to thinking and acting systemically; it can develop the critical consciousness, activist skills, and deeper sustainability knowledge needed to foster social change.
Iverson, Susan V.
"The potential of ecofeminism to develop ‘deep’ sustainability competencies for education for sustainable development,"
The Seneca Falls Dialogues Journal: Vol. 1
, Article 4.
Available at: https://digitalcommons.brockport.edu/sfd/vol1/iss1/4