Making (Some) Sense of Feminist Poststructuralism in Environmental Education Research and Practice

M.J. Barrett


Given that feminist poststructuralism disrupts countless notions many of us have
been “raised” with, conceptualizing what feminist poststructuralism might mean
for understanding and enacting environmental education research and practice
can be difficult. This paper articulates understandings and assumptions of
poststructuralism and explores how it has enabled me to come to know in a way
that I would not otherwise. I am not claiming that feminist poststructural
research necessarily produces better knowledge, but that it produces different
knowledge than that undertaken by positivist, interpretivist or critical
approaches. Linking theoretical discussion to on-the-ground examples, I examine
notions of subjectivity, agency and the constitutive nature of discourse. I then
discuss what is particularly feminist about this work and finally, close with a brief
discussion of how these notions have prompted a shift in the kinds of questions I
am asking in my doctoral research.

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