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Teaching and Learning Resource (TLR)

1. Title

Gender Analysis of Environmentalism

2. Keywords

Ecofeminism, environmentalism, gender.

3. Introduction

According to most ecofeminist analyses, the oppression of nature by humans is bound up with the oppression of women by men. On this view, political projects which aim to transform existing exploitative relationships between humans and nature, and between men and women, are inextricably connected. This view is not, however, universally accepted even amongst those who would consider themselves sympathetic to at least some versions of both feminism and environmentalism. For example, Cecile Jackson has written (1):

"gender analyses would appear to suggest a clash, more frequently than a complementarity, of environmental interests and womens gender interests. ... I am not suggesting that there are no points of leverage which can address womens gender interests in development as well as environmental conservation. But I do aim to show that there are no grounds for believing that these are necessarily coterminous and that historical, social and ecological variations preclude such generalisations and necessitate site-specific gender analysis."

4. Aim

The aim of this TLR is to introduce students to the analysis of environmentalism in relation to issues of gender. In addition, it seeks to enable students to distinguish between the gender analysis of environmentalism and the more politically committed analyses associated with most ecofeminist thinking.

5. Learning outcomes

After using this TLR, students should:

• Understand the principal differences between gender analysis and (most forms of ) ecofeminism.
• Have a critical understanding of the ways in which different strands of environmentalist including ecofeminist thought can be critiqued from the perspective of gender analysis.
• Be able to contribute to debates on environmentalism, drawing on insights deriving from gender analysis.

6. Pre-requisites

Students should be broadly familiar with contemporary environmentalism in general and ecofeminist thinking in particular. Where this is lacking, the following TLRs could be used prior to this one.

• Classifying Environmentalism: A Critical Introduction to Technocentrism and Ecocentrism
• Nature, Science and Gender
• Introduction to Ecofeminism

7. How to use TLR

The TLR has been designed to be used broadly as follows.

Stage 1

i) Introduce the TLR, reviewing the nature of the content, the aims and learning outcomes, and the way in which the TLR will be used.

ii) Conduct a brief, whole-class discussion to ensure that all students understand what Jackson means by gender analysis - as distinct from ecofeminism. (See Section 12 Preparation.)

iii) Divide the class into groups of 4-6 students. Allocate members of each group to either Set A, B or C (see attached Appendices for recommended study questions for each set) such that within each group, there is at least one student in each set.

iv) Instruct the students to read the rest of the reading and answer / make notes on the study questions for the set to which they have been allocated.

Parts (i) to (iii) of this Stage could be completed in no more than 60 minutes’ class time. Part (vi) could be begun in whatever class time remained but would need to be completed during private study prior to Stage2.

Stage 2

i) Working in groups - instruct the students to share and discuss their notes on the study questions they have addressed.

ii) Conduct a whole-class discussion of the key points to have emerged from the group work. This might be concluded by addressing the following question: To what extent does Jackson succeed in making a case (i) that technocentric environmentalism is gender-blind and gives rise to gender-based inequalities and (ii) that gender analysis (as distinct from ecofeminism) can make a useful contribution to environmental thinking?

This Stage could be completed 60-90 minutes’ class time.

8. Instructions to students

As directed by the tutor.

9. Stimulus material

This TLR is based on the following reading:

Jackson, C (1994) Gender Analysis and Environmentalisms (pp. 113-49). In Redclift, M and Benton, T (eds) Social Theory and the Global Environment. London: Routledge.

10. Degree stage

This TLR has been designed to be used at degree stage three, although it is possible that the learning outcomes could be achieved by students at degree stage two.

11. Resource requirements

There are no particular resource requirements for this TLR.

12. Preparation

Instruct the students to read the stimulus material (see Section 9), focusing in particular on the first section (Introduction, pp. 113-7); and to consider the following question: how does Jackson distinguish between gender analysis and ecofeminism?

13. Links with other TLRs

This TLR has been designed as part of a set of TLRs to be used (ideally) in the following order:

1. Nature, Science and the Enlightenment
2. Nature, Science and Gender
3. Classifying Environmentalism: A Critical Introduction to Technocentrism and Ecocentrism
4. Deep Ecology: A Critical Introduction
5. Introduction to Ecofeminism
6. Exploring Ecofeminist Perspectives
7. Gender Analysis of Environmentalism

However, it can be used independently of TLRs (1) to (6) provided that students satisfy the pre-requisites as specified in Section 6.

14. Follow-up activities

See Section 13 - Links with other TLRs

15. Recommended reading

Print-based resources
See Notes and References at the end of the reading.

Internet resources
The following website is devoted entirely to ecofeminism. It contains, amongst other things, information about ecofeminism, an extensive bibliography, and links to other websites concerned with ecofeminism. http://www.ecofem.org

Appendix A

Gender Analysis of Environmentalism:

Study Questions for Set A

These questions are based on the following reading:

Jackson, C (1994) Gender Analysis and Environmentalisms (pp. 113-49). In Redclift, M and Benton, T (eds) Social Theory and the Global Environment. London: Routledge.

Answer the study questions below. These questions refer mainly to the second section of the reading (Sustainable Development, pp. 117-23). However, you must read the whole reading (a) to ensure that your answers take account of the wider context within which Jackson writes about sustainable development and (b) as preparation for the group and whole-class discussions that will follow.

1. Jackson states: “The idea of science as objective and value free has masked the gender differentiation and biases in the recognition and prioritization of environmental problems, in access to political and bureaucratic power, in access to resources, environmental knowledges and information, in the valuation of different forms of work.” Explain what you think she means by this, giving examples to support your answer.
2. Jackson supports her claim that “we cannot assume that women benefit especially (or even equally) from technocentric environmentalism” with examples of what she refers to as “gender-blind conservation technologies in the South”. (p118) To what extent do you agree with her argument?
3. To what extent could a similar argument be made about technocentric environmentalism in countries in the North (eg the UK)? Illustrate your answer with examples concerning contemporary environmental decisions, policies, projects, initiatives, etc.

Appendix B

Gender Analysis of Environmentalism:

Study Questions for Set B

These questions are based on the following reading:

Jackson, C (1994) Gender Analysis and Environmentalisms (pp. 113-49). In Redclift, M and Benton, T (eds) Social Theory and the Global Environment. London: Routledge.

Answer the study questions below. These questions refer mainly to the third section of the reading (Ecofeminism and Indigenous Environmentalisms, especially pp. 123-31). However, you must read the whole reading (a) to ensure that your answers take account of the wider context within which Jackson writes about ecofeminism and (b) as preparation for the group and whole-class discussions that will follow.

1. What are the key features of ecofeminism as described by Jackson?
2. On what grounds does Jackson criticise ecofeminism?
3. What do you think Jackson means by the phrase “historical construction of gender and nature”? (p127)
4. Many ecofeminists claim that there is a direct linkage between the oppression of ‘women’ by ‘men’ and the oppression of ‘nature’ by ‘men’; and, therefore, that there is a convergence of interests in moves to alleviate the oppression of women and nature. To what extent does the evidence cited by Jackson (drawing on examples in the South) support such views?
5. To what extent do you think that Jackson’s critique undermines (at least some varieties of) ecofeminist thought?

Appendix C

Gender Analysis of Environmentalism:

Study Questions for Set C

These questions are based on the following reading:

Jackson, C (1994) Gender Analysis and Environmentalisms (pp. 113-49). In Redclift, M and Benton, T (eds) Social Theory and the Global Environment. London: Routledge.

Answer the study questions below. These questions refer mainly to the third section of the reading (Ecofeminism and Indigenous Environmentalisms, especially pp. 131-). However, you must read the whole reading (a) to ensure that your answers take account of the wider context within which Jackson writes about indigenous environmentalisms and (b) as preparation for the group and whole-class discussions that will follow.

1. What are the key features of the three strands of environmentalist thought in India, as described by Jackson?
2. Jackson quotes Mary Douglas’ observation that “To serve these practical social ends all kinds of beliefs in the omniscience and omnipotence of the environment are called into play.” (p133) What do you think Douglas means by this, and what implications does this have for the view held by many ecocentrics that “the organic harmony of humanity with nature in such societies [in the South] reveals a bioethical standpoint.” (p133)

(1) Jackson, C (1994) Gender Analysis and Environmentalisms. In Redclift, M and Benton, T (eds) Social Theory and the Global Environment. London: Routledge (p116).