Ecofeminist pedagogy in literary learning to cultivate environmental ethics awareness
DOI:
https://doi.org/10.36681/tused.2023.014Keywords:
ecofeminist, education, envirorment, literature learning, pedagogyAbstract
Most countries in the world have experienced environmental disasters. To ameliorate environmental disasters everyone must take part, including those in schools and universities. The aim of the study was to instill and develop ecofeminism awareness by
means of ecofeminist pedagogy in the literature class. The study involved students and lecturers of the three universities in the cities of Yogyakarta and Surakarta, Indonesia. The study was conducted in two semesters (February – May and September – November 2018). The findings show that the ecofeminist pedagogical model of learning was able to cultivate and elevate students’ ecofeminism awareness as indicated by their willingness to be involved in taking care of and preserving the environment in their daily life activities, individually or in groups. This attitude was evident in the lecturers’ and students’ knowledge and skills in reading, selecting, and interpreting literary works that raise ecofeminism issues as source texts revealed in the essays that were written and compiled in book form. The publication of this book was one of the efforts to disseminate the
ideas and knowledge of ecofeminism. Finally, after attending the ecofeminist pedagogical classes, students were also expected to take part in and be responsible for the preservation of the environment and Earth and appreciate gender equality. These
findings can be used as a model for learning other subjects, especially at universities that have a green campus vision.
Downloads
References
Barri, M. F. et.al. (2018). Deforestasi tanpa henti, potret deforestasi di Sumatera Utara, Kalimantan Timur, dan
Maluku Utara. [Endless deforestation, a portrait of deforestation in North Sumatra, East Kalimantan,
and North Maluku]. Forest Watch Indonesia.
Barton, J. G. (2013). Re-thinking green: ecofeminist pedagogy and the archetype of the witch in young
adult literature. [A thesis the faculty of the Dorothy F. Schmidt College of Arts and Letters].
Florida Atlantic University.
Ball, E.L., & Lai, A. (2006). Place-based pedagogy for the arts and humanities. Pedagogy 6(2), 261-287.
Barry, P. (2002). Beginning theory: an introduction to literary and cultural theory. Manchester University
Press.
Bhasin, K. (2006). What is patriarchy? New Delhi: Kali for Woman.
Bianchi, B. (2012). Ecofeminist thought and practice,” 3rd International conference on degrowth for
ecological and sustainability and social equity. Venice, Sept. 12-23
Brooks, A. (1997). Post-feminism: feminism, cultural theory and cultural forms. Roudledge.
Candraningrum, D. (2013). Ecofeminism in the interpretation of religion, education, economics and culture.
Jalasutra.
Cuomo, C. (2002). On ecofeminist philosophy. Ethics & Environment, 7(2), 1-11.
Dewi, N. (2016). Ekokritik dalam sastra Indonesia: kajian sastra yang memihak. [Eco-criticism in
Indonesian literature: a partial literary]. Adabiyyat: Jurnal Bahasa dan Sastra, 15(1), 19–37.
https://doi.org/10.14421/ajbs.2016.15102.
Dewi, N. (2017). People and nature in Asian stories: reading and writing materials for eco education.
K@ta, 19(1), 32-40. doi.org/10.9744/kata.19.1.39-46 .
Dewi, N. (2018). Eco humanism in teaching poetry for elf students in Indonesia. GEMA Online®
Journal of Language Studies, 18(2), 168-81. http://doi.org/10.17576/gema-2018-1802-12.
Frumkin, H., & Haines, A. (2019). Global environmental change and noncommunicable disease risks.
Annual Review of Public Health, 40, 261-282.
Gamble, S, ed. (2004). The Routledge to feminism and post feminism. Routledge.
Trustees of the University of Illinois, 13, 159.
Gillet, M. (1977). The Tbilisi declaration. McGill Journal of Education, 12(2), 243-245.
http://mje.mcgill.ca/article/view/7156/5095
Goralnik, L, M, Nelson, M.P., & Thorp, L.(2012). An environmental pedagogy of care: emotion,
relationships, and experience in higher education ethics learning. Journal Experimental
Education, 35(3), 412-428. https://journals.sagepub.com/doi/10.1177/105382591203500303
doi.org/10.1177/105382591203500303.
Gough, A., Russell, C., & Whitehouse, H. (2017). Moving gender from margin to centre in
environmental education. The Journal of Environmental Education, 48(1), 5-9.
doi.org/10.1080/00958964.2016.1252306.
Gusman, D. & Waluyo, T.J. (2015). Peran greenpeace dalam penanganan kerusakan lingkungan (polusi
udara dan air) di China [Greenpeace's role in damage management environment (air and
water pollution) in China] Jurnal Transnasional, 6(2), 1163-1674.
Harvester, L, J. (2009). Ecofeminist pedagogy: framework for eco social justice in education. [Tesis].
Simon Fraser University.
Houde, L. J., & Bullis, C. (1999). Ecofeminist pedagogy: An exploratory case. Ethics and the
Environment, 4(2), 143-174.
Henderson, K. A. (1997). Ecofeminism and experiential education. Journal of Experiential Education,
(3), pp. 130-133. https://doi.org/10.1177/105382599702000304
Kahfi, A. (2014). Kejahatan lingkungan hidup. [Environmental crime]. Al Daulah, 3(2), 206-216.
https://doi.org/10.24252/ad.v3i2.1437 .
Karokaro, A.S. (2018). Walhi: kondisi Indonesia masih darurat ekologis [Walhi: Indonesia's condition
is still an ecological emergency].
Kemmis, S. & Mc. Taggart, R. (1988). The action research planner. Deakin University Press.
Langit Perempuan (2015) Sejarah yayasan jurnal perempuan [History of the women's journal
foundation]. http://www.langitperempuan.net/tag/feminisme/07/08/2015.
Li, Hueli-li. 2(007) Ecofeminism as a pedagogical project: women, nature and education. Educational
Theory, 57(3), 239-388. https://doi.org/10.1111/j.1741-5446.2007.00262.x
Liu. S. & Gou, L. (2018). Based on environmental education to study the correlation between
environmental knowledge an environmental value. Eurasia Journal of Mathematics, Science
and Technology Education. 14(7), 3311-3319. https://doi.org/10.29333/ejmste/91246.
Nasution, P. (2009). Green campus vs pemanasan global.
www.gogreenindonesiaku.com/green_opinion2.php.
Özalemdar, L. (2021). The Effect on environmental attitude of the active learning method applied in
teaching the biology topic "current environmental issues and human" for 10th grade students.
Journal of Turkish Science Education, 18(2), 276-289. https://doi.org/10.36681/tused.2021.65.
Papadakis, S., Tousia, Ch. & Polychronaki, K. (2018). Women in computer science. the case study of
the computer science department of the University of Crete, Greece. Int. J. Teaching and Case
Studies, 9(2), 142-151. https://www.inderscienceonline.com/doi/10.1504/IJTCS.2018.090963.
Papadakis, S. (2018). Gender stereotypes in greek computer science school textbooks. Int. J. Teaching
and Case Studies, 9(1), 48-71.
https://www.inderscienceonline.com/doi/10.1504/IJTCS.2018.090196
Pavlova, M. (2011). Environmental education and/or education for sustainable development: What
role for technology education. Perspectives on Learning in Design & Technology Education, 25(8),
-339.
Pradopo, R. D. (1997). Several literary theories, methods of criticism, and their applications Yogyakarta:
Pustaka Pelajar.
Prasad, R. R., Utaya, S., Astina, I. K., & Utomo, D. H. (2022). Mitigating climate change via education:
A systematic study of the University of the South Pacific and the State University of Malang.
Journal of Turkish Science Education, 19(1), 111-128.
Rayakultura. (2014). Sastra hijau.: pena yang menyelamatkan bumi [Green literature: the pen that
saves the earth]. http://rayakultura.net/.
Reinharz, S. (2005). Feminist methods in social research.. Jakarta: Woman Research Institute.
Safrizal, Sudarmono, & Yulia (2022), Developing students science literacy in adiwiyata school: case
study in Padang City, Indonesia. Journal of Turkish Science Education, 19(1), 111-128.
https://doi no: 10.36681/tused.2022.169.
Souza, J.L, et.al. (2022). Environmental damage: when anger can lead to supplier discontinuity.
Revista de Administração de Empresas, 62(2), 1-15.
Taylor, B. R. Ed. (2005). Encyclopaedia of religion and nature. 1: A-J, Continuum.
Teeuw, A. (1984). Literature and literay studies: an introduction to literary theory. Pustaka Jaya.
Tong, R. P. (2013). Feminist thought: a more comprehensive introduction. Indonesia Edition.
Wahana Lingkungan Hidup (2018). Tinjauan lingkungan hidup 2018. [Environment review 2018].
https://walhi.or.id/tinjauan-lingkungan-hidup-2018/
Walby, S. (1990). Theorizing patriarchy. Blackwell Publishers Ltd.
Warren, K. J. & Chaney, J. (1991). Ecological feminism and ecosystem ecology. Hypatia. 6(1) (Spring),
-197.
Warren, K. J. & Rheingold, A. (1993). Feminist pedagogy and experiential education: a critical look.
Journal of Experiential Education, 16 (3), 25–31. https://doi.org/10.1177/105382599301600305
Warren, K. J. (2011). An ecofeminist philosophical perspective of Anthony Weston’s the incompleat
eco-philosopher. Ethics, Politics, & Environmental, 14(1), 103-111. https://doi/
1080/21550085.2011.561603.
Wiyatmi. (2016a). Deconstruction of the power of patriarchy over nature, environment and women in
ayu utami novels. Litera, 15(2), 281-291. https://doi.org/10.21831/ltr.v15i2.11829.
Wiyatmi. (2016b). Conquest and care for the preservation of nature and environment in the novel
amba by laksmi pamuntjak: study ecocriticism. Humaniora, 28(3), 315-325.
doi.org/10.22146/jh.v28i3.22285.
Wiyatmi, Swatika S., E, & Suryaman, M. (2017). Ecofeminism: ecological and feminist literary criticism.
Cantrik Pustaka.
Wiyatmi, Ed. (2018). Ecofeminism in Indonesian literature. Spasi.
Wiyatmi, Liliani, E., Sari, E.S., & Safei, M. (2022). Deforestation in Indonesian and Malaysian novels:
when wild forests are destroyed by anthropocentricism. K@ta, 24(1), 29-39.
doi.org/10.9744/kata.24.1.29-39 .
Downloads
Issue
Section
Published
License
Copyright (c) 2023 Journal of Turkish Science Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
