Philosophical Perspectives for an Ecofeminist Environmental Education

Abstract

This article is divided into a theoretical part, which examines the contributions of ecological ethics, Socratic pedagogy –updated in Philosophy for Children and Young People– and ecofeminism to environmental education; and a narrative part, where an ecofeminist education proposal carried out with students from a high school located in Suchitlan, Colima, Mexico is described. This work aims to move from the conceptual referents towards the implementation of dialogues on feminism and ecological crisis with young people in the context of a community in which some indigenous conceptions of the world survive, but also poverty, gender inequality, socio-environmental problems, and animal abuse. The thesis defended is that ecofeminism, as a questioning of anthropocentrism, androcentrism, and colonialism, represents a new paradigm for environmental pedagogy. In conclusion, the positive value of the dialogical reflections of the student body and the relevance of their voices for another possible education is argued.