Gender and the environment

Gender and the environment

  • book review

Karen Bell

Pages: 1-3 | DOI: 10.1080/13504622.2017.1324619

“Overall, I found this book to be very clear and accessible. For a short book, it was remarkably comprehensive. It will be useful to academics who are well versed in these topics, offering new links and analysis. … I think its strongest purpose would be as an introduction for students and the wider public who are new to environmental politics, environmental policy and sustainability. It will be of great use to environmental educators to offer as a starting point into the topics of sustainability and development.

“The book is altogether timely, insightful and persuasive. Gender continues to be a relatively marginal issue in environmental debates and this book may help to redress the balance. It confirms that women tend to experience inequitable environmental burdens and are less likely than men to have control over environmental decisions … environmental researchers, educators, policy-making and activists urgently need to link to their counterparts in the fields of equalities and social justice so as to achieve sustainability for all. This book facilitates such a project. It is a highly valuable contribution to the literature on both sustainability and gender and will, hopefully, become a powerful bridge between the two fields of study.”


Start the week by considering the collective impact of environmental education initiatives

In this new article published in the Stanford Social Innovation Review, the journal’s Associate Editor, Nicole Ardoin and colleagues explore “what might be possible if organisations worked together to increase the impact of environmental education”.

The article sketches the roles and challenges of ensuring a commitment to equity, a common agenda, shared measurement systems, mutually reinforcing activities, continuous communication, and a backbone support organization.

— You might also be wondering what this raises for environmental education research too (and not just in California). For starters, how to foster (or impede?) collaborative processes, and what kinds of collective impact are desired and desirable for whom, where and when – and of course, why …?

Exclusory and transformative dimensions of adult environmental education in two Brazilian protected areas

Exclusory and transformative dimensions of adult environmental education in two Brazilian protected areas

  • paper in current issue

Mayla Willik Valenti, Haydée Torres de Oliveira & Amadeu José Montagnini Logarezzi

Pages: 675-686 | DOI: 10.1080/13504622.2015.1077503


This study addresses the limitations and potential for the development of an adult environmental education program in two protected areas in Brazil. The investigation was based on critical communicative methodology and involved 25 people variously related to puma conservation and environmental education. We found that the staff of protected areas had difficulties interacting with the local community. The main cited obstacle was the lack of infrastructure and staff, but partnerships with scientists and other institutions might help to overcome this limitation. As we identified a great diversity of potential audience, a dialogical process would be necessary to collectively identify community demands and seek solutions. Moreover, an adult environmental education program must consider the characteristics of adulthood and should promote diverse types of activities. In conclusion, we suggest that dialogical learning and critical communicative methodology can contribute to the development of the adult environmental education.

Keywords: biodiversity, community participation, dialogical learning, top predator conservation, Puma concolor


Reminder – call for abstracts for Environmental Education Association of Southern Africa (EEASA) – closing 15 June

EEASA takes place September 17-22, in Maun, Botswana.
Main Theme: Enhancing Quality Education through Environment and Sustainability Education in Southern Africa.
Abstracts can be submitted under the following sub themes:
– Mainstreaming ESE for quality education in the formal and informal education systems to achieve the SDGs
– Young people transforming lives, knowledge and human landscapes through ESE
– Technical and Vocational Education Training (TVET) as vehicle for building capacity for sustainable society for achievement of SDGs.
– Civil Societies mainstreaming ESE in the implementation of the SDGs
– ESE and Art-based approaches in ESE
– Integration of Indigenous Knowledge in all sectors
– The role of gender in the implementation of SDGs through ESE
– The role of Media in ESE for achievement of SDGs
– ESE access and sustainable harvesting of Natural Resources
– The role of Science, Technology, Engineering and Mathematics (STEM) in achieving the SDGs
– Communities working with ESE to achieve the SDGs
– Understanding changing socio-ecological contexts through appropriate new research capacity (New research methods and theories)
Further details at the link.

New book – Ethical Literacies and Education for Sustainable Development: Young People, Subjectivity and Democratic Participation

“This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children´s books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. Including an afterword by Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, the book will be of great interest to students and researchers in the field of sustainability education.”
Find out more at the link.
NB If you are interested in reviewing books for the journal, e.g. as a book review or on linked texts as part of a review essay, please contact Justin Dillon, setting out your areas of expertise and experience in reviewing. Instructions for authors on these formats are available at the journal website.