Moving gender from margin to center in environmental education

For the past 30 years or so, a small group of environmental education scholars have attended to gender and promoted feminist theories and methodologies (e.g., Barrett,2005; Barron,1995; Davies,2013; DiChiro,1987; Fawcett,2000; Fontes,2002; Gough,1999a,1999b,2004; Gough & Whitehouse,2003;Gray,2016; Hallen,2000; Harvester & Blenkinsop, 2010; Li,2007; Lloro-Bidart,2016; Martusewicz,2013; McKenzie,2004,2005; Newbery,2003; Russell & Bell,1996; Russell & Semenko,2016; Sakellari & Skanavis,2013; Storey, DaCruz & Camargo,1998; Stovall, Baker-Sperry, & Dallinger,2015; Wane & Chandler,2002; Warren,1996; Whitehouse,2012; Whitehouse & Taylor,1996).1Historically, this scholarship has remained somewhat on the margins of the field (A.Gough,2013,in press; Russell &Fawcett,2013), however, it is time for renewal. This special issue of The Journal of Environmental Education is devoted to the topic of gender and environmental education. The issue brings together an international group of scholars who share a common dedication to promoting social equity and gender equality in environmental education and beyond. Including research reports, theoretical inquiry, autobiographical explorations, and creative assemblages, collectively the articles demonstrate the exciting possibilities that come with bringing gender from margin to center (see hooks,1984).