Fostering creativity in the classroom
Ecofeminist movies for a better future
Bibliographic Data
| ID | 19556367 |
|---|---|
| Authors | Yolanda Echegoyen‐sanz (0000-0002-3729-460X, Universitat de València), Antonio Martín Ezpeleta (0000-0003-0210-3399, Universitat de València), Antonio Martín-Ezpeleta |
| Year | 2021 |
| Volume | 12 |
| Issue | 1 |
| Pages | 117-130 |
| Publication date | 2021-06-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education Culture and Society (JOURNAL) |
| Journal identifiers | ISSN: 2081-1640 • E-ISSN: 2081-1640 |
| Publisher | Foundation Pro Scientia Publica (PUBLISHER • PL) |
| DOI | 10.15503/jecs2021.1.117.130 |
| OpenAlex | W3174010248 |
| Language | EN |
| Citations received | 8 |
| References cited | 14 |
Aim. The aim of this work is to present a qualitative analysis of the movie proposals prepared by preservice teachers in the context of an educational experience around the ecofeminist movement. The responses to a final questionnaire about sustainability awareness are also analysed. Methods. The participants were 47 alumni of the Grades of Early Childhood Education and Primary Education at a Spanish university. After a lecture about ecofeminism and reading a series of fragments of the young literature novel Yabarí by Lola Robles (2017), preservice teachers had to prepare the proposal for an ecofeminist movie, with a synopsis, plot, characters description, cast, and the script for a key scene. To assess the experience the students completed a questionnaire about different aspects of the proposal at the end of the semester, along with a validated questionnaire about sustainability awareness. Results and conclusion. The analysis of the ecofeminist movies prepared and the responses to the questionnaires shows how the students were able to assimilate the ecofeminist thesis and incorporate them to their reflection about sustainability. This is also manifested in the results of the “Attitudes toward Sustainable Development scale”, which indicate a high level of sustainability attitudes in these preservice teachers, with no differences between genders. The creativity of these preservice teachers is evident in the variety of approaches to the topic in the different movies proposed. We can conclude that the ecofeminist topic is relevant in the classroom because it contributes to enhancing the ethical debate and driving the teaching-learning process in an interdisciplinary manner, perfectly aligned with the objectives of the 2030 Agenda for sustainable development
Creativity · Ecofeminism · Environmental education · Mathematics education · Pedagogy · Political science · Sustainability · Animal and Plant Science Education · Climate Change Communication and Perception · Computer Science · Environmental Education and Sustainability · Psychology · Social Psychology · Ecology
Creativity
The management of emotion in collaborative tourism research settings
Pedagogical Implications in EFL Classrooms
Transdisciplinary education for sustainability. Creativity and awareness in teacher training
Scientific creativity in secondary students and its relationship with STEM-related attitudes, engagement and work intentions
The Contributions of Creativity to the Learning Process within Educational Approaches for Sustainable Development and/or Ecosocial Perspectives
Ecofeminist interventions through comics pedagogy
Ecofeminisms and education
Higher education for sustainability
Environmental Attitudes, Knowledge, Intentions and Behaviors Among College Students
Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research
Cognitive learning in authentic environments in relation to green attitude preferences
Recognising Women in Environmental Education Pedagogy and Research
The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness
A validity and reliability study of the Attitudes toward Sustainable Development scale
Constructing and practicing feminist pedagogy in Taiwan using a field study of the Twenty-Five Ladies Tomb
Gender Transformative Learning and Environmental Action
Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning
Gender theory as a tool for analyzing science teaching
Storytelling as a theory‐building activity
Sustainability and Consumption
Progress in Measuring Knowledge, Attitudes and Behaviours Concerning Sustainable Development Among Tenth Grade Students in Manitoba
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,28 |
| Citation span | 1997 - 2025 (29) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |