Not-sustainable inequalities. Perspectives on ecofeminist education from the South.

Abstract

The paper investigates some of the forms of educational poverty determined by conditions of marginality. The starting point is
the analysis conducted by the proposed meridian ecofeminist pedagogy, on the intersections between the peculiar characteristics
culturally attributed to the categories of people socialized as women, the natural environment and the South. The article aims to
trace connections between materiality and education in learning environments through the adoption of decolonial and sociomaterialist
perspectives; the purpose is to identify the limits of the increasingly pronounced differences in the social and material conditions of the Souths.