International Journal of Research Studies in Education
Special Luminary Issue
2025
Volume 14 Issue 3
Available Online: 20 February 2025
Author/s:
Balmes, Jane Mycka
De La Salle University – Manila, Philippines (jane.balmes@dlsu.edu.ph)
Abstract:
Ecofeminist pedagogy is an emerging educational framework that bridges the gap between social and ecological justice. While reconstructionist pedagogies advance social justice, they often overlook ecological justice. Moreover, although environmental education is now mainstream, its approach remains predominantly scientific rather than cultural. This study proposes ecofeminist pedagogy as a practical alternative reconstructionist approach in accelerating the Sustainable Development Goals (SDGs) through education. The discussion begins by examining reconstructionist educational pedagogies, highlighting their limitations despite their goal of societal transformation, and contrasting them with the traditional “banking model” of education. The defining power of ecofeminist pedagogy lies in its central metaphor: the quilt, which represents the intricate weaving of diverse theories. This approach integrates educational practices and strategies that reinforce its overarching framework. Specifically, this manuscript incorporates the ecofeminist theories of Karen Warren, feminist theories and the engaged pedagogy of bell hooks, the critical pedagogy of Paulo Freire, the anti-oppressive education of Kevin Kumashiro, and the environmental education principles of the Earth Charter. Additionally, it includes transformative competencies developed by Johanna Helin for the OECD. The promise of ecofeminist pedagogy is transformation. The theoretical foundation weaved in the quilt underscores its alignment with the 17 SDGs through five key intersections: traces of interconnections, transformative goals, bridging the social and ecological, shared values, and a collective vision for the future. Finally, as schools, businesses, and nations increasingly embrace ecofeminist ideals, the feasibility of using ecofeminist pedagogy as a framework for realizing the SDGs through education becomes evident.
Keywords: ecofeminism, pedagogy, sustainability, reconstructionism, justice
DOI: https://doi.org/10.5861/ijrse.2025.25857
Cite this article:
Balmes, J. M. (2025). The power and promises of ecofeminist pedagogy in realizing the United Nations’ SDGs. International Journal of Research Studies in Education, 14(3), 179-190. https://doi.org/10.5861/ijrse.2025.25857