Ecofeminist Imaginaries for Intersectional, Ethical and Sustainable Arts Education

Abstract

This article analyses arts education as a privileged area for integrating ecofeminist perspectives based on three premises. First, it offers a critical reading of visual culture that questions hegemonic narratives and creates alternative imaginaries based on the ethics of care and sustainability. Second, it addresses contemporary artistic practices that promote an ecofeminist visual counterculture. Finally, it emphasises the importance of mediating cooperative creation processes, understanding the classroom as a laboratory for caring communities. Thus, ecofeminist arts education is proposed as an ethical and political commitment to critical and socially engaged learning.