"Knitting Nannas" and "Frackman": A Gender Analysis of Australian Anti-Coal Seam Gas Documentaries (CSG) and Implications for Environmental Adult Education

Autor/inn/en	Larri, Larraine J.; Newlands, Maxine
Titel	"Knitting Nannas" and "Frackman": A Gender Analysis of Australian Anti-Coal Seam Gas Documentaries (CSG) and Implications for Environmental Adult Education
Quelle	In: Journal of Environmental Education, 48 (2017) 1, S.35-45 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2016.1249325
Schlagwörter	Gender Differences; Environmental Education; Fuels; Adult Education; Foreign Countries; Documentaries; Activism; Females; Conservation (Environment); Community Education; Teaching Methods; Feminism; Case Studies; Australia + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Umweltbildung; Umwelterziehung; Umweltpädagogik; Treibstoff; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Documentary film; Documentary films; Dokumentarfilm; Aktivismus; Politischer Protest; Weibliches Geschlecht; Conservation; Environment; Konservierung; Bewahung; Umwelt; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Feminismus; Case study; Fallstudie; Case Study; Australien
Abstract	"Frackman" ("FM") and "Knitting Nannas" ("KN") are two documentaries about the anti-coal seam gas movement in Australia. "Frackman" features a former construction worker turned eco-activist, Dayne Pratzky (DP), fighting coal seam gas extraction. "Knitting Nannas" follows a group of women also protesting fracking. In this article, we set a challenge to environmental adult educationists to expose gender agendas embedded in environmental education documentaries. A scene-by-scene analysis of these two documentaries through a poststructuralist ecofeminist evaluation reveals there are lessons to be learned because of the repetition of gender blindness in "FM", whereas "KN" offers potential solutions for greater inclusivity in environmental education. The article concludes with recommendations for community-based approaches in environmental adult education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01