Decolonial Provocations through Ecofeminist Pedagogies

Imagination in Times of Ecological Precarity

Authors

  • Claudia Diaz-Diaz Simon Fraser University
  • Manuela Royo Letelier Universidad de Talca

DOI:

https://doi.org/10.56105/cjsae.v37i01.5826

Keywords:

Imagination, Ecofeminism, Climate Justice, Feminist Adult Education, Decolonial Pedagogies

Abstract

Climate change threatens communities’ livelihoods and significantly impacts how people envision their futures. In a context of ecological precarity, our study asked how women water and land defenders in Chile imagine the future; how their imaginations challenge patriarchal colonial systems of domination and how they foster alternative ways of living well together. To answer these questions, we investigated the pedagogical practices of an ecofeminist grassroots organization to understand how it operated as a knowledge-decolonizing laboratory where the imagination acted as a central tool. We discuss in this how decolonial and arts-based pedagogies can amalgamate sensorial awareness with relationships to place to challenge the rationality of knowledge production. We conclude by reflecting on how the feminist imagination comes into play to support the efforts of women as water and land protectors in Latin American contexts.

 

 

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Published

2025-10-09

How to Cite

DIaz-Diaz, C., & Royo Letelier, M. (2025). Decolonial Provocations through Ecofeminist Pedagogies: Imagination in Times of Ecological Precarity. Canadian Journal for the Study of Adult Education, 37(01). https://doi.org/10.56105/cjsae.v37i01.5826

Issue

Vol. 37 No. 01 (2025): Feminist Adult Education and the Imagination: Creative and Arts-based Practices

Section

Articles

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