Gaard argues that ecofeminism and composition have developed along similar lines, encouraging a view of process and student-centeredness and privileging others’ voices and freedom of expression. She argues, “An ecofeminist pedagogical approach to teaching ecocomposition has the potential to encourage a healthy diversity of environmentalisms in the classroom, and to teach students an appreciation for diversity that can prepare educated citizens to shape and participate in a multicultural, democratic, and ecological society. It is this potential, I believe, that is ecocomposition’s strongest appeal” (176).
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Connolly argues that “since diversity is an important and critical terms for the way in which we think about and act in the world, I want to suggest that composition studies expands its notion of diversity – of society as immensely complex global system, in which power, matter, and ideas interact – to include the natural work, that is, when composition teachers ask students to think critically about their and other’s relation to the social work. We should also ask them to examine their and others’ relation to, and understanding of, the nature world” (180). Connolly asserts that, as we believe that we are in control over nature, we consequently believe that women are under control as well. Thereby, she “want[s] to consider theoretical points of intervention among ecofeminism and composition studies in the interest of developing classroom discussions and writing assignments that make explicit the relationship between the exploitation of nature and the domination of women” (183). “Ecofeminism in the composition classroom works as a conceptual framework, an analytic methodology that is constantly aware of relationships – between humans, between humans and nonhumans – and the workings of power within and between these relationships. In this way, it becomes a means for action, asking important and tough questions about our environment and our relationship to it…Diversity of experience, like diversity of life-forms, is a necessary goal of ecofeminism” (185).
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