| Abstract | In the past, women have been overlooked in most environmental education programmes through being subsumed into the notion of ‘universalized people’. However, women have a distinctive contribution to make to environmental education pedagogy and research which needs to be foregrounded. This article reports on research into the gaps and silences present in policies, pedagogy and research in environmental education from a feminist perspective. This research has been inspired by feminist critiques of critical pedagogy and the potentialities of feminist poststructuralist methodologies. In particular I focus on the silencing of marginalized perspectives in environmental education policy development, as well as in research conducted from the perspective of the dominant positivist research methodologies, and argue for the possibilities for new directions when poststructuralist pedagogies and research methodologies are used in environmental education. |
