CODE2025 - Revision history

Jo at 07:47, 13 March 2025

2025-03-13T07:47:14Z

← Older revision		Revision as of 07:47, 13 March 2025
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	Jo ~~Pollit~~ Nancy Mauro-Flude		Jo Pollitt Nancy Mauro-Flude

	Contemporary Ecofeminist Education (CEE) is a research initiative that		Contemporary Ecofeminist Education (CEE) is a research initiative that

Admin at 04:29, 13 March 2025

2025-03-13T04:29:52Z

← Older revision		Revision as of 04:29, 13 March 2025
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	Contemporary Ecofeminist Education (CEE): Revisioning The Course		Contemporary Ecofeminist Education (CEE): Revisioning The Course

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

			'''Contemporary Ecofeminist Education (CEE): Revisioning The Course'''
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	""Reference List""
			'''Reference List'''

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

Admin at 04:27, 13 March 2025

2025-03-13T04:27:15Z

← Older revision		Revision as of 04:27, 13 March 2025
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	caretaking” (Mauro-Flude and Illyas 2025).		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.		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.		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.
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	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		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		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.		“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		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).		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		The iterative process within CEE demonstrates that dissolving traditional notions of authority and replacing them with collective

Admin at 04:26, 13 March 2025

2025-03-13T04:26:10Z

@@ Line 33: / Line 33: @@
 caretaking” (Mauro-Flude and Illyas 2025).
- A core focus of CEE is the integration of Southern Oceanic Palawa and
+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
- Noongar Indigenous Knowledge Systems (IKS). Recognising IKS as
+  extractive digital frameworks.
- CEE’s methods are shaped by iterative, collaborative processes
+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.
- The iterative process within CEE demonstrates that dissolving
+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 contributes to ecofeminism and environmental education knowledge by
+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
-investigating how non-hierarchical, transdisciplinary methodologies can
+ and students to perceive beyond the visible, acknowledging non-human ontributions to knowledge as essential and engaging directly with a
-support more holistic and sustainable learning environments. This
+ “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.
- CEE’s commitment to local and indigenous knowledge, digital
- reconfiguration, and shared learning spaces highlights ecofeminism’s
+Additionally, CEE employs digital tools through a decolonial lens,reconfiguring digital spaces to accommodate local, situated
- potential to reshape education through inclusive, decolonial practices.
+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 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
+The iterative process within CEE demonstrates that dissolving traditional notions of authority and replacing them with collective
- needs.
+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.

Admin at 04:20, 13 March 2025

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Show changes

Admin at 04:15, 13 March 2025

2025-03-13T04:15:00Z

← Older revision		Revision as of 04:15, 13 March 2025
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	hey so this is where we can write our notes might be useful to get to know the wiki		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]		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.

Admin at 04:13, 13 March 2025

2025-03-13T04:13:05Z

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

Admin at 04:12, 13 March 2025

2025-03-13T04:12:50Z

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


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

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/"

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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/"

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

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