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2025-03-13T04:33:34Z

Admin:

{{DISPLAYTITLE:CEE welcome}}

[[CODE2025]] - this is here so we know where to go it can be a private page eventually / for sharing

== Contemporary Ecofeminist Education CEE ==
A transdisciplinary Contemporary Ecophilosophy Syllabus addressing complex issues with intergenerational communities, to learn, expand & build.

[[File:PatsyVege.jpg|center|thumb|Patsy Hallen's Ecofeminism readers]]

Contemporary Ecofeminist Education CEE is a research led pedagogical initiative that investigates, analyses, reads, listens, and performs some of the legacies of Ecofeminism.

This continuity is rooted in the influential work of Patsy Hallen (1944-present), who pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism (1991) courses at Murdoch University.

CEE seeks to adapt the texts of this foundational curricula into nano-credentials tailored for 21st-century learners, thinkers, makers, add /your noun here. The particular push, pull, reach yield, also foregrounds the tacit nature of artistic sensibilities and diverse embodied knowledges into practice in these nano cred series of responses to the readers (and beyond).

The gifting of the hardcopies of Course Readers by the ecophilosopher Geoff Lumis to Jo Pollitt who then in turn reciprocally shared the repository with her peers, Nancy Mauro-Flude. Maitland Schnaars, and Kavita Naidu in 2022.

This propelled an ongoing iterative and a responsive project initial begun as Performing Ecofeminist futures supported by Centre for People Place Planet. This seeded the ground for the development of CEE.

CEE is grounded in critical questions: What frameworks, theories, and methodologies activate, support, hinder, reveal, and/or erase ecofeminist knowledge systems?

The inquiry extends into a transdisciplinary approach that considers the aesthetic relationship of feminism, environmentalism, and decolonial perspectives as connected forces within ecofeminism.

This standpoint enables us to address complex issues cooperatively, fostering learning environments that consider art as a valuable medium to thoughtfully adapt to emerging ecological and societal challenges. We envisage to codesign nano creds and CEE syllabi as part of a community of commons and set up platforms and Local Archives that are able to build in an iterative way for future co-creations and resilient participatory practices, somatic explorations and digital caretaking.

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with extractive neocolonial digital frameworks.

Embracing a web of relations, the researchers of CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE pedagogies also critique the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.

== Getting started ==
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* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
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{{DEFAULTSORT:CEE welcome}}

CODE2025

2025-03-13T04:29:52Z

Admin:

hey so this is where we can write our notes might be useful to get to know the wiki

Here the link to [https://dashboard.fourwaves.com/participant/my-submissions/125f0415-1951-4684-9d87-c3d16bfd1d91 CODE 2025]
Contemporary Ecofeminist Education (CEE): Revisioning The Course

'''Contemporary Ecofeminist Education (CEE): Revisioning The Course'''
[[File:GOzine.jpg|thumb|TEST]]

Jo Pollit Nancy Mauro-Flude

Contemporary Ecofeminist Education (CEE) is a research initiative that
investigates, analyses, and ecofeminism’s legacies and continuity.
Rooted in the influential work of Patsy Hallen (1944-present), who
pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism
(1991) courses at Murdoch University, CEE seeks to adapt these
foundational curricula into “nano-credentials” tailored for 21st-century
learners. The gifting of these printed course readers to the researchers
propelled a responsive project begun as performing ecofeministfutures
with The Centre for People, Place and Planet and further developed into
CEE.

This research is grounded in critical questions: What frameworks,
theories, and methodologies activate, support, hinder, reveal, and/or
erase ecofeminist knowledge systems? The inquiry extends into a
transdisciplinary approach that considers the relationship of feminism,
environmentalism, and decolonial perspectives as connected forces within
ecofeminism. This standpoint enables us to address complex issues
cooperatively, fostering learning environments that adapt to emerging
ecological and societal challenges as part of a community of “commons
co-created from resilient participatory practices and digital
caretaking” (Mauro-Flude and Illyas 2025).

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with extractive digital frameworks.

Embracing a web of relations, CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE also critiques the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

CEE’s methods are shaped by iterative, collaborative processes prioritising social negotiation and shared decision-making over authority. Inspired by Hallen’s communally designed “bush schools” and the Kurrabup Manifesto.

CEE’s approach foregrounds sensory engagement and being “present” within the learning space, drawing from Hallen’s philosophy that “being there will allow subtle happenings that claim us” (Hallen, 2000, p. 156). This perspective encourages both educators
and students to perceive beyond the visible, acknowledging non-human ontributions to knowledge as essential and engaging directly with a
“more-than-human” world (Hallen 2000, 153). Negotiations in politics of what is noticed and ignored and the ethics of acting upon what we thought we knew are also addressed. Namely, the experiential knowledge of people who may regularly encounter various forms of elitism is invited to challenge these as part of confronting supremacy.

Additionally, CEE employs digital tools through a decolonial lens,reconfiguring digital spaces to accommodate local, situated
knowledge-sharing. This practice includes setting up and maintaining online shared spaces with marginalised groups and promoting gradual, community-oriented technology adoption to foster an inclusive repository of open-source content. Materials include audiovisual media, field notes, and scores collected on a collaboratively designed web-to-print archive that is codesigned in a way so as to “resist the homogenising trajectories of techno-colonialism” (Mauro-Flude and Illyas, 2025).

The iterative process within CEE demonstrates that dissolving traditional notions of authority and replacing them with collective
negotiation opens new pathways for inclusivity and adaptability. This approach enables CEE to address frequently overlooked issues and emerging possibilities. Reflecting Hallen’s legacy, the researchers found that these practices support creating an adaptive, transdisciplinary environment that emphasises cooperative learning for intergenerational communities, allowing diverse participants to learn, grow, and contribute collectively.

CEE contributes to ecofeminism and environmental education knowledge by investigating how non-hierarchical, transdisciplinary methodologies can support more holistic and sustainable learning environments. This approach challenges static educational models and reinforces the value of continuous adaptation. By situating ecofeminist learning within human and more-than-human contexts, CEE fosters a reimagining of environmental philosophy that values and practises interconnectedness.

CEE’s commitment to local and indigenous knowledge, digital reconfiguration, and shared learning spaces highlights ecofeminism’s potential to reshape education through inclusive, decolonial practices. The project’s framework, grounded in Hallen’s philosophy and expanded through community engagement, offers a model for transformative ecofeminist education that bridges historical legacies with future needs.

'''Reference List'''

Patsy Hallen (2000) ‘Ecofeminism Goes Bush’, Canadian Journal of Environmental Education, 5, Spring.

Mauro-Flude, Nancy and Shahee Illyas (2025) "Thinking with Shells: Seashell Stringing and Decolonisation of Digital Culturescapes through codework." In Alternative Economies of Heritage: Studies in Heritage series, edited by T. Ireland, D. Thwaites, and B. Turner. New York: Routledge. [In press]
Keywords *

Creative arts, Environmental Philosophy, Transdisciplinary Education, Decolonial Digital Practice, Indigenous Knowledge Systems.

File:GOzine.jpg

2025-03-13T04:29:28Z

Admin:

JUST TESTING IMG upload

CODE2025

2025-03-13T04:27:15Z

Admin:

hey so this is where we can write our notes might be useful to get to know the wiki

Here the link to [https://dashboard.fourwaves.com/participant/my-submissions/125f0415-1951-4684-9d87-c3d16bfd1d91 CODE 2025]
Contemporary Ecofeminist Education (CEE): Revisioning The Course

<nowiki>===Contemporary Ecofeminist Education (CEE): Revisioning The Course===</nowiki>

Jo Pollit Nancy Mauro-Flude

Contemporary Ecofeminist Education (CEE) is a research initiative that
investigates, analyses, and ecofeminism’s legacies and continuity.
Rooted in the influential work of Patsy Hallen (1944-present), who
pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism
(1991) courses at Murdoch University, CEE seeks to adapt these
foundational curricula into “nano-credentials” tailored for 21st-century
learners. The gifting of these printed course readers to the researchers
propelled a responsive project begun as performing ecofeministfutures
with The Centre for People, Place and Planet and further developed into
CEE.

This research is grounded in critical questions: What frameworks,
theories, and methodologies activate, support, hinder, reveal, and/or
erase ecofeminist knowledge systems? The inquiry extends into a
transdisciplinary approach that considers the relationship of feminism,
environmentalism, and decolonial perspectives as connected forces within
ecofeminism. This standpoint enables us to address complex issues
cooperatively, fostering learning environments that adapt to emerging
ecological and societal challenges as part of a community of “commons
co-created from resilient participatory practices and digital
caretaking” (Mauro-Flude and Illyas 2025).

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with extractive digital frameworks.

Embracing a web of relations, CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE also critiques the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

CEE’s methods are shaped by iterative, collaborative processes prioritising social negotiation and shared decision-making over authority. Inspired by Hallen’s communally designed “bush schools” and the Kurrabup Manifesto.

CEE’s approach foregrounds sensory engagement and being “present” within the learning space, drawing from Hallen’s philosophy that “being there will allow subtle happenings that claim us” (Hallen, 2000, p. 156). This perspective encourages both educators
and students to perceive beyond the visible, acknowledging non-human ontributions to knowledge as essential and engaging directly with a
“more-than-human” world (Hallen 2000, 153). Negotiations in politics of what is noticed and ignored and the ethics of acting upon what we thought we knew are also addressed. Namely, the experiential knowledge of people who may regularly encounter various forms of elitism is invited to challenge these as part of confronting supremacy.

Additionally, CEE employs digital tools through a decolonial lens,reconfiguring digital spaces to accommodate local, situated
knowledge-sharing. This practice includes setting up and maintaining online shared spaces with marginalised groups and promoting gradual, community-oriented technology adoption to foster an inclusive repository of open-source content. Materials include audiovisual media, field notes, and scores collected on a collaboratively designed web-to-print archive that is codesigned in a way so as to “resist the homogenising trajectories of techno-colonialism” (Mauro-Flude and Illyas, 2025).

The iterative process within CEE demonstrates that dissolving traditional notions of authority and replacing them with collective
negotiation opens new pathways for inclusivity and adaptability. This approach enables CEE to address frequently overlooked issues and emerging possibilities. Reflecting Hallen’s legacy, the researchers found that these practices support creating an adaptive, transdisciplinary environment that emphasises cooperative learning for intergenerational communities, allowing diverse participants to learn, grow, and contribute collectively.

CEE contributes to ecofeminism and environmental education knowledge by investigating how non-hierarchical, transdisciplinary methodologies can support more holistic and sustainable learning environments. This approach challenges static educational models and reinforces the value of continuous adaptation. By situating ecofeminist learning within human and more-than-human contexts, CEE fosters a reimagining of environmental philosophy that values and practises interconnectedness.

CEE’s commitment to local and indigenous knowledge, digital reconfiguration, and shared learning spaces highlights ecofeminism’s potential to reshape education through inclusive, decolonial practices. The project’s framework, grounded in Hallen’s philosophy and expanded through community engagement, offers a model for transformative ecofeminist education that bridges historical legacies with future needs.

""Reference List""

Patsy Hallen (2000) ‘Ecofeminism Goes Bush’, Canadian Journal of Environmental Education, 5, Spring.

Mauro-Flude, Nancy and Shahee Illyas (2025) "Thinking with Shells: Seashell Stringing and Decolonisation of Digital Culturescapes through codework." In Alternative Economies of Heritage: Studies in Heritage series, edited by T. Ireland, D. Thwaites, and B. Turner. New York: Routledge. [In press]
Keywords *

Creative arts, Environmental Philosophy, Transdisciplinary Education, Decolonial Digital Practice, Indigenous Knowledge Systems.

CODE2025

2025-03-13T04:26:10Z

Admin:

hey so this is where we can write our notes might be useful to get to know the wiki

Here the link to [https://dashboard.fourwaves.com/participant/my-submissions/125f0415-1951-4684-9d87-c3d16bfd1d91 CODE 2025]
Contemporary Ecofeminist Education (CEE): Revisioning The Course

<nowiki>===Contemporary Ecofeminist Education (CEE): Revisioning The Course===</nowiki>

Jo Pollit Nancy Mauro-Flude

Contemporary Ecofeminist Education (CEE) is a research initiative that
investigates, analyses, and ecofeminism’s legacies and continuity.
Rooted in the influential work of Patsy Hallen (1944-present), who
pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism
(1991) courses at Murdoch University, CEE seeks to adapt these
foundational curricula into “nano-credentials” tailored for 21st-century
learners. The gifting of these printed course readers to the researchers
propelled a responsive project begun as performing ecofeministfutures
with The Centre for People, Place and Planet and further developed into
CEE.

This research is grounded in critical questions: What frameworks,
theories, and methodologies activate, support, hinder, reveal, and/or
erase ecofeminist knowledge systems? The inquiry extends into a
transdisciplinary approach that considers the relationship of feminism,
environmentalism, and decolonial perspectives as connected forces within
ecofeminism. This standpoint enables us to address complex issues
cooperatively, fostering learning environments that adapt to emerging
ecological and societal challenges as part of a community of “commons
co-created from resilient participatory practices and digital
caretaking” (Mauro-Flude and Illyas 2025).

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with
extractive digital frameworks.

Embracing a web of relations, CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE also critiques the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

CEE’s methods are shaped by iterative, collaborative processes prioritising social negotiation and shared decision-making over authority. Inspired by Hallen’s communally designed “bush schools” and the Kurrabup Manifesto.

CEE’s approach foregrounds sensory engagement and being “present” within the learning space, drawing from Hallen’s philosophy that “being there will allow subtle happenings that claim us” (Hallen, 2000, p. 156). This perspective encourages both educators
and students to perceive beyond the visible, acknowledging non-human ontributions to knowledge as essential and engaging directly with a
“more-than-human” world (Hallen 2000, 153). Negotiations in politics of what is noticed and ignored and the ethics of acting upon what we thought we knew are also addressed. Namely, the experiential knowledge of people who may regularly encounter various forms of elitism is invited to challenge these as part of confronting supremacy.

Additionally, CEE employs digital tools through a decolonial lens,reconfiguring digital spaces to accommodate local, situated
knowledge-sharing. This practice includes setting up and maintaining online shared spaces with marginalised groups and promoting gradual, community-oriented technology adoption to foster an inclusive repository of open-source content. Materials include audiovisual media, field notes, and scores collected on a collaboratively designed web-to-print archive that is codesigned in a way so as to “resist the homogenising trajectories of techno-colonialism” (Mauro-Flude and Illyas, 2025).

The iterative process within CEE demonstrates that dissolving traditional notions of authority and replacing them with collective
negotiation opens new pathways for inclusivity and adaptability. This approach enables CEE to address frequently overlooked issues and emerging possibilities. Reflecting Hallen’s legacy, the researchers found that these practices support creating an adaptive, transdisciplinary environment that emphasises cooperative learning for intergenerational communities, allowing diverse participants to learn, grow, and contribute collectively.

CEE contributes to ecofeminism and environmental education knowledge by investigating how non-hierarchical, transdisciplinary methodologies can support more holistic and sustainable learning environments. This approach challenges static educational models and reinforces the value of continuous adaptation. By situating ecofeminist learning within human and more-than-human contexts, CEE fosters a reimagining of environmental philosophy that values and practises interconnectedness.

CEE’s commitment to local and indigenous knowledge, digital reconfiguration, and shared learning spaces highlights ecofeminism’s potential to reshape education through inclusive, decolonial practices. The project’s framework, grounded in Hallen’s philosophy and expanded through community engagement, offers a model for transformative ecofeminist education that bridges historical legacies with future needs.

""Reference List""

Patsy Hallen (2000) ‘Ecofeminism Goes Bush’, Canadian Journal of Environmental Education, 5, Spring.

Mauro-Flude, Nancy and Shahee Illyas (2025) "Thinking with Shells: Seashell Stringing and Decolonisation of Digital Culturescapes through codework." In Alternative Economies of Heritage: Studies in Heritage series, edited by T. Ireland, D. Thwaites, and B. Turner. New York: Routledge. [In press]
Keywords *

Creative arts, Environmental Philosophy, Transdisciplinary Education, Decolonial Digital Practice, Indigenous Knowledge Systems.

CODE2025

2025-03-13T04:20:23Z

Admin:

hey so this is where we can write our notes might be useful to get to know the wiki

Here the link to [https://dashboard.fourwaves.com/participant/my-submissions/125f0415-1951-4684-9d87-c3d16bfd1d91 CODE 2025]
Contemporary Ecofeminist Education (CEE): Revisioning The Course

<nowiki>===Contemporary Ecofeminist Education (CEE): Revisioning The Course===</nowiki>

Jo Pollit Nancy Mauro-Flude

Contemporary Ecofeminist Education (CEE) is a research initiative that
investigates, analyses, and ecofeminism’s legacies and continuity.
Rooted in the influential work of Patsy Hallen (1944-present), who
pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism
(1991) courses at Murdoch University, CEE seeks to adapt these
foundational curricula into “nano-credentials” tailored for 21st-century
learners. The gifting of these printed course readers to the researchers
propelled a responsive project begun as performing ecofeministfutures
with The Centre for People, Place and Planet and further developed into
CEE.

This research is grounded in critical questions: What frameworks,
theories, and methodologies activate, support, hinder, reveal, and/or
erase ecofeminist knowledge systems? The inquiry extends into a
transdisciplinary approach that considers the relationship of feminism,
environmentalism, and decolonial perspectives as connected forces within
ecofeminism. This standpoint enables us to address complex issues
cooperatively, fostering learning environments that adapt to emerging
ecological and societal challenges as part of a community of “commons
co-created from resilient participatory practices and digital
caretaking” (Mauro-Flude and Illyas 2025).

A core focus of CEE is the integration of Southern Oceanic Palawa and
Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as
foundational, CEE highlights the importance of knowledge-sharing
practices rooted in place and relationality, contrasting with
extractive digital frameworks. Embracing a web of relations, CEE
emphasises practices that honour local contexts and seek to dissolve
traditional hierarchies, building an inclusive space for marginalised
and queer groups. Guided by ecofeminist and decolonial thought, CEE
also critiques the universality assumed by certain digital technologies
and their impact on local knowledge systems through self-determined
holistic practices and processes of context-based knowledge
transmission.

CEE’s methods are shaped by iterative, collaborative processes
prioritising social negotiation and shared decision-making over
authority. Inspired by Hallen’s communally designed “bush schools” and
the Kurrabup Manifesto, CEE’s approach foregrounds sensory engagement
and being “present” within the learning space, drawing from Hallen’s
philosophy that “being there will allow subtle happenings that claim
us” (Hallen, 2000, p. 156). This perspective encourages both educators
and students to perceive beyond the visible, acknowledging non-human
contributions to knowledge as essential and engaging directly with a
“more-than-human” world (Hallen 2000, 153). Negotiations in
politics of what is noticed and ignored and the ethics of acting upon
what we thought we knew are also addressed. Namely, the experiential
knowledge of people who may regularly encounter various forms of
elitism is invited to challenge these as part of confronting supremacy.
Additionally, CEE employs digital tools through a decolonial lens,
reconfiguring digital spaces to accommodate local, situated
knowledge-sharing. This practice includes setting up and maintaining
online shared spaces with marginalised groups and promoting gradual,
community-oriented technology adoption to foster an inclusive
repository of open-source content. Materials include audiovisual media,
field notes, and scores collected on a collaboratively designed
web-to-print archive that is codesigned in a way so as to “resist the
homogenising trajectories of techno-colonialism” (Mauro-Flude and
Illyas, 2025).

The iterative process within CEE demonstrates that dissolving
traditional notions of authority and replacing them with collective
negotiation opens new pathways for inclusivity and adaptability. This
approach enables CEE to address frequently overlooked issues and
emerging possibilities. Reflecting Hallen’s legacy, the researchers
found that these practices support creating an adaptive,
transdisciplinary environment that emphasises cooperative learning for
intergenerational communities, allowing diverse participants to learn,
grow, and contribute collectively.

CEE contributes to ecofeminism and environmental education knowledge by
investigating how non-hierarchical, transdisciplinary methodologies can
support more holistic and sustainable learning environments. This
approach challenges static educational models and reinforces the value
of continuous adaptation. By situating ecofeminist learning within human
and more-than-human contexts, CEE fosters a reimagining of environmental
philosophy that values and practises interconnectedness.

CEE’s commitment to local and indigenous knowledge, digital
reconfiguration, and shared learning spaces highlights ecofeminism’s
potential to reshape education through inclusive, decolonial practices.
The project’s framework, grounded in Hallen’s philosophy and expanded
through community engagement, offers a model for transformative
ecofeminist education that bridges historical legacies with future
needs.

""Reference List""

Patsy Hallen (2000) ‘Ecofeminism Goes Bush’, Canadian Journal of Environmental Education, 5, Spring.

Mauro-Flude, Nancy and Shahee Illyas (2025) "Thinking with Shells: Seashell Stringing and Decolonisation of Digital Culturescapes through codework." In Alternative Economies of Heritage: Studies in Heritage series, edited by T. Ireland, D. Thwaites, and B. Turner. New York: Routledge. [In press]
Keywords *

Creative arts, Environmental Philosophy, Transdisciplinary Education, Decolonial Digital Practice, Indigenous Knowledge Systems.

CODE2025

2025-03-13T04:15:00Z

Admin:

hey so this is where we can write our notes might be useful to get to know the wiki

Here the link to [https://dashboard.fourwaves.com/participant/my-submissions/125f0415-1951-4684-9d87-c3d16bfd1d91 CODE 2025]

Contemporary Ecofeminist Education (CEE): Revisioning The Course

Jo Pollit Nancy Mauro-Flude

Contemporary Ecofeminist Education (CEE) is a research initiative that investigates, analyses, and ecofeminism’s legacies and continuity. Rooted in the influential work of Patsy Hallen (1944-present), who pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism (1991) courses at Murdoch University, CEE seeks to adapt these foundational curricula into “nano-credentials” tailored for 21st-century learners. The gifting of these printed course readers to the researchers propelled a responsive project begun as performing ecofeministfutures with The Centre for People, Place and Planet and further developed into CEE.

This research is grounded in critical questions: What frameworks, theories, and methodologies activate, support, hinder, reveal, and/or erase ecofeminist knowledge systems? The inquiry extends into a transdisciplinary approach that considers the relationship of feminism, environmentalism, and decolonial perspectives as connected forces within ecofeminism. This standpoint enables us to address complex issues cooperatively, fostering learning environments that adapt to emerging ecological and societal challenges as part of a community of “commons co-created from resilient participatory practices and digital caretaking” (Mauro-Flude and Illyas, 2025).

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with extractive digital frameworks. Embracing a web of relations, CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE also critiques the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

CEE’s methods are shaped by iterative, collaborative processes prioritising social negotiation and shared decision-making over authority. Inspired by Hallen’s communally designed “bush schools” and the Kurrabup Manifesto, CEE’s approach foregrounds sensory engagement and being “present” within the learning space, drawing from Hallen’s philosophy that “being there will allow subtle happenings that claim us” (Hallen, 2000, p. 156). This perspective encourages both educators and students to perceive beyond the visible, acknowledging non-human contributions to knowledge as essential and engaging directly with a “more-than-human” world (Hallen, 2000, p. 153). Negotiations in politics of what is noticed and ignored and the ethics of acting upon what we thought we knew are also addressed. Namely, the experiential knowledge of people who may regularly encounter various forms of elitism is invited to challenge these as part of confronting supremacy. Additionally, CEE employs digital tools through a decolonial lens, reconfiguring digital spaces to accommodate local, situated knowledge-sharing. This practice includes setting up and maintaining online shared spaces with marginalised groups and promoting gradual, community-oriented technology adoption to foster an inclusive repository of open-source content. Materials include audiovisual media, field notes, and scores collected on a collaboratively designed web-to-print archive that is codesigned in a way so as to “resist the homogenising trajectories of techno-colonialism” (Mauro-Flude and Illyas, 2025).

The iterative process within CEE demonstrates that dissolving traditional notions of authority and replacing them with collective negotiation opens new pathways for inclusivity and adaptability. This approach enables CEE to address frequently overlooked issues and emerging possibilities. Reflecting Hallen’s legacy, the researchers found that these practices support creating an adaptive, transdisciplinary environment that emphasises cooperative learning for intergenerational communities, allowing diverse participants to learn, grow, and contribute collectively.

CEE contributes to ecofeminism and environmental education knowledge by investigating how non-hierarchical, transdisciplinary methodologies can support more holistic and sustainable learning environments. This approach challenges static educational models and reinforces the value of continuous adaptation. By situating ecofeminist learning within human and more-than-human contexts, CEE fosters a reimagining of environmental philosophy that values and practises interconnectedness.

CEE’s commitment to local and indigenous knowledge, digital reconfiguration, and shared learning spaces highlights ecofeminism’s potential to reshape education through inclusive, decolonial practices. The project’s framework, grounded in Hallen’s philosophy and expanded through community engagement, offers a model for transformative ecofeminist education that bridges historical legacies with future needs.

Reference List

Patsy Hallen (2000) ‘Ecofeminism Goes Bush’, Canadian Journal of Environmental Education, 5, Spring.

Mauro-Flude, Nancy and Shahee Illyas (2025) "Thinking with Shells: Seashell Stringing and Decolonisation of Digital Culturescapes through codework." In Alternative Economies of Heritage: Studies in Heritage series, edited by T. Ireland, D. Thwaites, and B. Turner. New York: Routledge. [In press]
Keywords *

Creative arts, Environmental Philosophy, Transdisciplinary Education, Decolonial Digital Practice, Indigenous Knowledge Systems.

CODE2025

2025-03-13T04:13:05Z

Admin:

CODE2025

2025-03-13T04:12:50Z

Admin:

hey so this is where we can write our notes might be useful to get to know the wiki

Here the like to [https://dashboard.fourwaves.com/participant/my-submissions/125f0415-1951-4684-9d87-c3d16bfd1d91 CODE 2025]
https://dashboard.fourwaves.com/participant/my-submissions/125f0415-1951-4684-9d87-c3d16bfd1d91/

CODE2025

2025-03-13T04:11:27Z

Admin: Created page with "hi jo so this is where we can write our notes might be useful to get to know the wiki https://dashboard.fourwaves.com/participant/my-submissions/125f0415-1951-4684-9d87-c3d16bfd1d91/"

hi jo so this is where we can write our notes might be useful to get to know the wiki

https://dashboard.fourwaves.com/participant/my-submissions/125f0415-1951-4684-9d87-c3d16bfd1d91/

Main Page

2025-03-13T04:08:28Z

Admin:

{{DISPLAYTITLE:CEE welcome}}

== Contemporary Ecofeminist Education CEE ==
A transdisciplinary Contemporary Ecophilosophy Syllabus addressing complex issues with intergenerational communities, to learn, expand & build.

[[File:PatsyVege.jpg|center|thumb|Patsy Hallen's Ecofeminism readers]]

Contemporary Ecofeminist Education CEE is a research led pedagogical initiative that investigates, analyses, reads, listens, and performs some of the legacies of Ecofeminism.

This continuity is rooted in the influential work of Patsy Hallen (1944-present), who pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism (1991) courses at Murdoch University.

CEE seeks to adapt the texts of this foundational curricula into nano-credentials tailored for 21st-century learners, thinkers, makers, add /your noun here. The particular push, pull, reach yield, also foregrounds the tacit nature of artistic sensibilities and diverse embodied knowledges into practice in these nano cred series of responses to the readers (and beyond).

The gifting of the hardcopies of Course Readers by the ecophilosopher Geoff Lumis to Jo Pollitt who then in turn reciprocally shared the repository with her peers, Nancy Mauro-Flude. Maitland Schnaars, and Kavita Naidu in 2022.

This propelled an ongoing iterative and a responsive project initial begun as Performing Ecofeminist futures supported by Centre for People Place Planet. This seeded the ground for the development of CEE.

CEE is grounded in critical questions: What frameworks, theories, and methodologies activate, support, hinder, reveal, and/or erase ecofeminist knowledge systems?

The inquiry extends into a transdisciplinary approach that considers the aesthetic relationship of feminism, environmentalism, and decolonial perspectives as connected forces within ecofeminism.

This standpoint enables us to address complex issues cooperatively, fostering learning environments that consider art as a valuable medium to thoughtfully adapt to emerging ecological and societal challenges. We envisage to codesign nano creds and CEE syllabi as part of a community of commons and set up platforms and Local Archives that are able to build in an iterative way for future co-creations and resilient participatory practices, somatic explorations and digital caretaking.

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with extractive neocolonial digital frameworks.

Embracing a web of relations, the researchers of CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE pedagogies also critique the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

[[CODE2025]]

Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
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{{DEFAULTSORT:CEE welcome}}

Main Page

2025-03-13T04:07:52Z

Admin:

{{DISPLAYTITLE:CEE welcome}}

== Contemporary Ecofeminist Education CEE ==
A transdisciplinary Contemporary Ecophilosophy Syllabus addressing complex issues with intergenerational communities, to learn, expand & build.

[[File:PatsyVege.jpg|center|thumb|Patsy Hallen's Ecofeminism readers]]

Contemporary Ecofeminist Education CEE is a research led pedagogical initiative that investigates, analyses, reads, listens, and performs some of the legacies of Ecofeminism.

This continuity is rooted in the influential work of Patsy Hallen (1944-present), who pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism (1991) courses at Murdoch University.

CEE seeks to adapt the texts of this foundational curricula into nano-credentials tailored for 21st-century learners, thinkers, makers, add /your noun here. The particular push, pull, reach yield, also foregrounds the tacit nature of artistic sensibilities and diverse embodied knowledges into practice in these nano cred series of responses to the readers (and beyond).

The gifting of the hardcopies of Course Readers by the ecophilosopher Geoff Lumis to Jo Pollitt who then in turn reciprocally shared the repository with her peers, Nancy Mauro-Flude. Maitland Schnaars, and Kavita Naidu in 2022.

This propelled an ongoing iterative and a responsive project initial begun as Performing Ecofeminist futures supported by Centre for People Place Planet. This seeded the ground for the development of CEE.

CEE is grounded in critical questions: What frameworks, theories, and methodologies activate, support, hinder, reveal, and/or erase ecofeminist knowledge systems?

The inquiry extends into a transdisciplinary approach that considers the aesthetic relationship of feminism, environmentalism, and decolonial perspectives as connected forces within ecofeminism.

This standpoint enables us to address complex issues cooperatively, fostering learning environments that consider art as a valuable medium to thoughtfully adapt to emerging ecological and societal challenges. We envisage to codesign nano creds and CEE syllabi as part of a community of commons and set up platforms and Local Archives that are able to build in an iterative way for future co-creations and resilient participatory practices, somatic explorations and digital caretaking.

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with extractive neocolonial digital frameworks.

Embracing a web of relations, the researchers of CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE pedagogies also critique the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

<nowiki>[http://wiki.autolumi.net/index.php?title=CODE2025 CODE2025]</nowiki>

Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Combating_spam Learn how to combat spam on your wiki]
{{DEFAULTSORT:CEE welcome}}

Index.php?title=CODE2025

2025-03-13T04:07:03Z

Admin: TEST

TEST

Main Page

2025-03-13T04:06:35Z

Admin:

{{DISPLAYTITLE:CEE welcome}}

== Contemporary Ecofeminist Education CEE ==
A transdisciplinary Contemporary Ecophilosophy Syllabus addressing complex issues with intergenerational communities, to learn, expand & build.

[[File:PatsyVege.jpg|center|thumb|Patsy Hallen's Ecofeminism readers]]

Contemporary Ecofeminist Education CEE is a research led pedagogical initiative that investigates, analyses, reads, listens, and performs some of the legacies of Ecofeminism.

This continuity is rooted in the influential work of Patsy Hallen (1944-present), who pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism (1991) courses at Murdoch University.

CEE seeks to adapt the texts of this foundational curricula into nano-credentials tailored for 21st-century learners, thinkers, makers, add /your noun here. The particular push, pull, reach yield, also foregrounds the tacit nature of artistic sensibilities and diverse embodied knowledges into practice in these nano cred series of responses to the readers (and beyond).

The gifting of the hardcopies of Course Readers by the ecophilosopher Geoff Lumis to Jo Pollitt who then in turn reciprocally shared the repository with her peers, Nancy Mauro-Flude. Maitland Schnaars, and Kavita Naidu in 2022.

This propelled an ongoing iterative and a responsive project initial begun as Performing Ecofeminist futures supported by Centre for People Place Planet. This seeded the ground for the development of CEE.

CEE is grounded in critical questions: What frameworks, theories, and methodologies activate, support, hinder, reveal, and/or erase ecofeminist knowledge systems?

The inquiry extends into a transdisciplinary approach that considers the aesthetic relationship of feminism, environmentalism, and decolonial perspectives as connected forces within ecofeminism.

This standpoint enables us to address complex issues cooperatively, fostering learning environments that consider art as a valuable medium to thoughtfully adapt to emerging ecological and societal challenges. We envisage to codesign nano creds and CEE syllabi as part of a community of commons and set up platforms and Local Archives that are able to build in an iterative way for future co-creations and resilient participatory practices, somatic explorations and digital caretaking.

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with extractive neocolonial digital frameworks.

Embracing a web of relations, the researchers of CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE pedagogies also critique the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

[h[Http://wiki.autolumi.net/index.php%3Ftitle=CODE2025 ttp://wiki.autolumi.net/index.php%3Ftitle=CODE2025] http://wiki.autolumi.net/index.php?title=CODE2025]

Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Combating_spam Learn how to combat spam on your wiki]
{{DEFAULTSORT:CEE welcome}}

Main Page

2025-03-13T04:06:06Z

Admin: Made a new page for us to share for code2025

{{DISPLAYTITLE:CEE welcome}}

== Contemporary Ecofeminist Education CEE ==
A transdisciplinary Contemporary Ecophilosophy Syllabus addressing complex issues with intergenerational communities, to learn, expand & build.

[[File:PatsyVege.jpg|center|thumb|Patsy Hallen's Ecofeminism readers]]

Contemporary Ecofeminist Education CEE is a research led pedagogical initiative that investigates, analyses, reads, listens, and performs some of the legacies of Ecofeminism.

This continuity is rooted in the influential work of Patsy Hallen (1944-present), who pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism (1991) courses at Murdoch University.

CEE seeks to adapt the texts of this foundational curricula into nano-credentials tailored for 21st-century learners, thinkers, makers, add /your noun here. The particular push, pull, reach yield, also foregrounds the tacit nature of artistic sensibilities and diverse embodied knowledges into practice in these nano cred series of responses to the readers (and beyond).

The gifting of the hardcopies of Course Readers by the ecophilosopher Geoff Lumis to Jo Pollitt who then in turn reciprocally shared the repository with her peers, Nancy Mauro-Flude. Maitland Schnaars, and Kavita Naidu in 2022.

This propelled an ongoing iterative and a responsive project initial begun as Performing Ecofeminist futures supported by Centre for People Place Planet. This seeded the ground for the development of CEE.

CEE is grounded in critical questions: What frameworks, theories, and methodologies activate, support, hinder, reveal, and/or erase ecofeminist knowledge systems?

The inquiry extends into a transdisciplinary approach that considers the aesthetic relationship of feminism, environmentalism, and decolonial perspectives as connected forces within ecofeminism.

This standpoint enables us to address complex issues cooperatively, fostering learning environments that consider art as a valuable medium to thoughtfully adapt to emerging ecological and societal challenges. We envisage to codesign nano creds and CEE syllabi as part of a community of commons and set up platforms and Local Archives that are able to build in an iterative way for future co-creations and resilient participatory practices, somatic explorations and digital caretaking.

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with extractive neocolonial digital frameworks.

Embracing a web of relations, the researchers of CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE pedagogies also critique the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

[./Http://wiki.autolumi.net/index.php%3Ftitle=CODE2025 http://wiki.autolumi.net/index.php?title=CODE2025]

Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Combating_spam Learn how to combat spam on your wiki]
{{DEFAULTSORT:CEE welcome}}

Talk:Main Page

2025-03-13T03:41:40Z

Admin: Created page with "insane that we have got to this piont"

insane that we have got to this piont

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2025-03-13T03:30:08Z

Admin: /* Contemporary Ecofeminist Education CEE */

{{DISPLAYTITLE:CEE welcome}}

== Contemporary Ecofeminist Education CEE ==
A transdisciplinary Contemporary Ecophilosophy Syllabus addressing complex issues with intergenerational communities, to learn, expand & build.

[[File:PatsyVege.jpg|center|thumb|Patsy Hallen's Ecofeminism readers]]

Contemporary Ecofeminist Education CEE is a research led pedagogical initiative that investigates, analyses, reads, listens, and performs some of the legacies of Ecofeminism.

This continuity is rooted in the influential work of Patsy Hallen (1944-present), who pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism (1991) courses at Murdoch University.

CEE seeks to adapt the texts of this foundational curricula into nano-credentials tailored for 21st-century learners, thinkers, makers, add /your noun here. The particular push, pull, reach yield, also foregrounds the tacit nature of artistic sensibilities and diverse embodied knowledges into practice in these nano cred series of responses to the readers (and beyond).

The gifting of the hardcopies of Course Readers by the ecophilosopher Geoff Lumis to Jo Pollitt who then in turn reciprocally shared the repository with her peers, Nancy Mauro-Flude. Maitland Schnaars, and Kavita Naidu in 2022.

This propelled an ongoing iterative and a responsive project initial begun as Performing Ecofeminist futures supported by Centre for People Place Planet. This seeded the ground for the development of CEE.

CEE is grounded in critical questions: What frameworks, theories, and methodologies activate, support, hinder, reveal, and/or erase ecofeminist knowledge systems?

The inquiry extends into a transdisciplinary approach that considers the aesthetic relationship of feminism, environmentalism, and decolonial perspectives as connected forces within ecofeminism.

This standpoint enables us to address complex issues cooperatively, fostering learning environments that consider art as a valuable medium to thoughtfully adapt to emerging ecological and societal challenges. We envisage to codesign nano creds and CEE syllabi as part of a community of commons and set up platforms and Local Archives that are able to build in an iterative way for future co-creations and resilient participatory practices, somatic explorations and digital caretaking.

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with extractive neocolonial digital frameworks.

Embracing a web of relations, the researchers of CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE pedagogies also critique the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Combating_spam Learn how to combat spam on your wiki]
{{DEFAULTSORT:CEE welcome}}

Autolumi Wiki:About

2025-01-16T00:59:40Z

Admin: Created page with "Test nano creds"

Test nano creds

Main Page

2025-01-16T00:37:54Z

Admin:

{{DISPLAYTITLE:CEE welcome}}

== Contemporary Ecofeminist Education CEE ==
A transdisciplinary Contemporary Ecophilosophy Syllabus addressing complex issues with intergenerational communities, to learn, expand & build.

[[File:PatsyVege.jpg|center|thumb|Patsy Hallen's Ecofeminism readers]]

Contemporary Ecofeminist Education CEE is a research led pedagogical initiative that investigates, analyses, reads, listens, and performs some of the legacies of Ecofeminism.

This continuity is rooted in the influential work of Patsy Hallen (1944-present), who pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism (1991) courses at Murdoch University.

CEE seeks to adapt the texts of this foundational curricula into nano-credentials tailored for 21st-century learners, thinkers, makers, add /your noun here. The particular push, pull, reach yield, also foregrounds the tacit nature of artistic sensibilities and diverse embodied knowledges into practice in these nano cred series of responses to the readers (and beyond).

The gifting of the hardcopies of Course Readers by the ecophilosopher Geoff Lumis to Jo Pollitt who then in turn reciprocally shared the repository with her peers, Nancy Mauro-Flude. Maitland Schnaars, and Kavita Naidu.

This propelled an ongoing iterative and a responsive project initial begun as Performing Ecofeminist futures supported by Centre for People Place Planet. This seeded the ground for the development of CEE.

CEE is grounded in critical questions: What frameworks, theories, and methodologies activate, support, hinder, reveal, and/or erase ecofeminist knowledge systems?

The inquiry extends into a transdisciplinary approach that considers the aesthetic relationship of feminism, environmentalism, and decolonial perspectives as connected forces within ecofeminism.

This standpoint enables us to address complex issues cooperatively, fostering learning environments that consider art as a valuable medium to thoughtfully adapt to emerging ecological and societal challenges. We envisage to codesign nano creds and CEE syllabi as part of a community of commons and set up platforms and Local Archives that are able to build in an iterative way for future co-creations and resilient participatory practices, somatic explorations and digital caretaking.

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with extractive neocolonial digital frameworks.

Embracing a web of relations, the researchers of CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE pedagogies also critique the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Combating_spam Learn how to combat spam on your wiki]
{{DEFAULTSORT:CEE welcome}}

Main Page

2025-01-16T00:37:13Z

Admin:

{{DISPLAYTITLE:CEE welcome}}
{{DISPLAYTITLE:CEE welcome }}
{{DISPLAYTITLE:CEE}}

== Contemporary Ecofeminist Education CEE ==
A transdisciplinary Contemporary Ecophilosophy Syllabus addressing complex issues with intergenerational communities, to learn, expand & build.

[[File:PatsyVege.jpg|center|thumb|Patsy Hallen's Ecofeminism readers]]

Contemporary Ecofeminist Education CEE is a research led pedagogical initiative that investigates, analyses, reads, listens, and performs some of the legacies of Ecofeminism.

This continuity is rooted in the influential work of Patsy Hallen (1944-present), who pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism (1991) courses at Murdoch University.

CEE seeks to adapt the texts of this foundational curricula into nano-credentials tailored for 21st-century learners, thinkers, makers, add /your noun here. The particular push, pull, reach yield, also foregrounds the tacit nature of artistic sensibilities and diverse embodied knowledges into practice in these nano cred series of responses to the readers (and beyond).

The gifting of the hardcopies of Course Readers by the ecophilosopher Geoff Lumis to Jo Pollitt who then in turn reciprocally shared the repository with her peers, Nancy Mauro-Flude. Maitland Schnaars, and Kavita Naidu.

This propelled an ongoing iterative and a responsive project initial begun as Performing Ecofeminist futures supported by Centre for People Place Planet. This seeded the ground for the development of CEE.

CEE is grounded in critical questions: What frameworks, theories, and methodologies activate, support, hinder, reveal, and/or erase ecofeminist knowledge systems?

The inquiry extends into a transdisciplinary approach that considers the aesthetic relationship of feminism, environmentalism, and decolonial perspectives as connected forces within ecofeminism.

This standpoint enables us to address complex issues cooperatively, fostering learning environments that consider art as a valuable medium to thoughtfully adapt to emerging ecological and societal challenges. We envisage to codesign nano creds and CEE syllabi as part of a community of commons and set up platforms and Local Archives that are able to build in an iterative way for future co-creations and resilient participatory practices, somatic explorations and digital caretaking.

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with extractive neocolonial digital frameworks.

Embracing a web of relations, the researchers of CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE pedagogies also critique the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Combating_spam Learn how to combat spam on your wiki]
{{DEFAULTSORT:CEE welcome}}

Main Page

2025-01-16T00:36:28Z

Admin:

{{DISPLAYTITLE:CEE welcome }}
{{DISPLAYTITLE:CEE}}

== Contemporary Ecofeminist Education CEE ==
A transdisciplinary Contemporary Ecophilosophy Syllabus addressing complex issues with intergenerational communities, to learn, expand & build.

[[File:PatsyVege.jpg|center|thumb|Patsy Hallen's Ecofeminism readers]]

Contemporary Ecofeminist Education CEE is a research led pedagogical initiative that investigates, analyses, reads, listens, and performs some of the legacies of Ecofeminism.

This continuity is rooted in the influential work of Patsy Hallen (1944-present), who pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism (1991) courses at Murdoch University.

CEE seeks to adapt the texts of this foundational curricula into nano-credentials tailored for 21st-century learners, thinkers, makers, add /your noun here. The particular push, pull, reach yield, also foregrounds the tacit nature of artistic sensibilities and diverse embodied knowledges into practice in these nano cred series of responses to the readers (and beyond).

The gifting of the hardcopies of Course Readers by the ecophilosopher Geoff Lumis to Jo Pollitt who then in turn reciprocally shared the repository with her peers, Nancy Mauro-Flude. Maitland Schnaars, and Kavita Naidu.

This propelled an ongoing iterative and a responsive project initial begun as Performing Ecofeminist futures supported by Centre for People Place Planet. This seeded the ground for the development of CEE.

CEE is grounded in critical questions: What frameworks, theories, and methodologies activate, support, hinder, reveal, and/or erase ecofeminist knowledge systems?

The inquiry extends into a transdisciplinary approach that considers the aesthetic relationship of feminism, environmentalism, and decolonial perspectives as connected forces within ecofeminism.

This standpoint enables us to address complex issues cooperatively, fostering learning environments that consider art as a valuable medium to thoughtfully adapt to emerging ecological and societal challenges. We envisage to codesign nano creds and CEE syllabi as part of a community of commons and set up platforms and Local Archives that are able to build in an iterative way for future co-creations and resilient participatory practices, somatic explorations and digital caretaking.

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with extractive neocolonial digital frameworks.

Embracing a web of relations, the researchers of CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE pedagogies also critique the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Combating_spam Learn how to combat spam on your wiki]
{{DEFAULTSORT:CEE welcome}}

Main Page

2025-01-16T00:35:17Z

Admin:

{{DISPLAYTITLE:CEE}}

== Contemporary Ecofeminist Education CEE ==
A transdisciplinary Contemporary Ecophilosophy Syllabus addressing complex issues with intergenerational communities, to learn, expand & build.

[[File:PatsyVege.jpg|center|thumb|Patsy Hallen's Ecofeminism readers]]

Contemporary Ecofeminist Education CEE is a research led pedagogical initiative that investigates, analyses, reads, listens, and performs some of the legacies of Ecofeminism.

This continuity is rooted in the influential work of Patsy Hallen (1944-present), who pioneered Australia’s first Environmental Ethics (1981) and Ecofeminism (1991) courses at Murdoch University.

CEE seeks to adapt the texts of this foundational curricula into nano-credentials tailored for 21st-century learners, thinkers, makers, add /your noun here. The particular push, pull, reach yield, also foregrounds the tacit nature of artistic sensibilities and diverse embodied knowledges into practice in these nano cred series of responses to the readers (and beyond).

The gifting of the hardcopies of Course Readers by the ecophilosopher Geoff Lumis to Jo Pollitt who then in turn reciprocally shared the repository with her peers, Nancy Mauro-Flude. Maitland Schnaars, and Kavita Naidu.

This propelled an ongoing iterative and a responsive project initial begun as Performing Ecofeminist futures supported by Centre for People Place Planet. This seeded the ground for the development of CEE.

CEE is grounded in critical questions: What frameworks, theories, and methodologies activate, support, hinder, reveal, and/or erase ecofeminist knowledge systems?

The inquiry extends into a transdisciplinary approach that considers the aesthetic relationship of feminism, environmentalism, and decolonial perspectives as connected forces within ecofeminism.

This standpoint enables us to address complex issues cooperatively, fostering learning environments that consider art as a valuable medium to thoughtfully adapt to emerging ecological and societal challenges. We envisage to codesign nano creds and CEE syllabi as part of a community of commons and set up platforms and Local Archives that are able to build in an iterative way for future co-creations and resilient participatory practices, somatic explorations and digital caretaking.

A core focus of CEE is the integration of Southern Oceanic Palawa and Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as foundational, CEE highlights the importance of knowledge-sharing practices rooted in place and relationality, contrasting with extractive neocolonial digital frameworks.

Embracing a web of relations, the researchers of CEE emphasises practices that honour local contexts and seek to dissolve traditional hierarchies, building an inclusive space for marginalised and queer groups. Guided by ecofeminist and decolonial thought, CEE pedagogies also critique the universality assumed by certain digital technologies and their impact on local knowledge systems through self-determined holistic practices and processes of context-based knowledge transmission.

Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
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== Contemporary Ecofeminist Education CEE ==
A transdisciplinary Contemporary Ecophilosophy Syllabus addressing complex issues with intergenerational communities, to learn, expand & build.

Consult the [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Contents User's Guide] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Combating_spam Learn how to combat spam on your wiki]

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{{DISPLAYTITLE:CEE}}

== Contemporary Ecofeminist Education ==
EE: A transdisciplinary Contemporary Ecophilosophy Syllabus addressing complex issues with intergenerational communities, to learn, expand & build.

Consult the [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Contents User's Guide] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Combating_spam Learn how to combat spam on your wiki]

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{{DISPLAYTITLE:CEE}}

== Contemporary Ecofeminist Education ==

Consult the [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Contents User's Guide] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Combating_spam Learn how to combat spam on your wiki]

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== Contemporary Ecofeminist Education ==

Consult the [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Contents User's Guide] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Combating_spam Learn how to combat spam on your wiki]

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Contemporary Ecofeminist Education

Consult the [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Contents User's Guide] for information on using the wiki software.

== Getting started ==
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]
* [https://lists.wikimedia.org/postorius/lists/mediawiki-announce.lists.wikimedia.org/ MediaWiki release mailing list]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]
* [https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:Combating_spam Learn how to combat spam on your wiki]

User:Admin

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