Transversal Movements between Gender and Environment: Interdisciplinarity in Higher Education

Kajsa Widegren

doi:10.14198/fem.2025.45.12

Autores/as

Kajsa Widegren Swedish Secretariat for Gender Research University of Gothenburg, Suecia https://orcid.org/0000-0003-1662-1445

DOI:

https://doi.org/10.14198/fem.2025.45.12

Palabras clave:

Género, Estudios de Género, Medio ambiente, Ecología, Sostenibilidad, Interdisciplinariedad, Educación superior, Programas de estudio

Resumen

Los análisis políticos sobre género y medio ambiente han compartido muchos objetivos, articulados como, por ejemplo, en el ecofeminismo. Ambos conceptos se pueden considerar como un conjunto, por ejemplo, en relación con la vulnerabilidad desigual de género frente a los efectos del cambio climático. No obstante, aunque los indicadores específicos de género se han integrado en la mayoría de los diecisiete Objetivos de Desarrollo Sostenible (ODS) de la Agenda 2030 para el Desarrollo Sostenible, no ha sido así en los objetivos dirigidos directamente a la sostenibilidad ecológica, lo cual es un ejemplo de la marginación del género en relación con las cuestiones medioambientales. Un contexto crucial para combinar los estudios de género y de medio ambiente es la educación superior y la educación interdisciplinaria. El objetivo de este artículo es analizar los textos de los programas de estudios que describen el contenido de cursos en los que se adopta un enfoque conjunto sobre los estudios de género y de medio ambiente. Los programas de estudios se recopilaron a través del sistema de admisión sueco, que enumera todos los cursos y programas ofrecidos en las universidades suecas para los próximos años académicos. Mediante el uso de un método cualitativo, se mapearon las relaciones intertextuales de los programas de estudios y se analizaron los conceptos de género y medio ambiente. El enfoque en las relaciones intertextuales entre los programas de estudios y los contextos teóricos, académicos, disciplinarios y políticos, junto con sus estructuras implícitas de centralización disciplinaria, marginalización y cambio transversal de perspectivas, permite emplazar estos programas de estudios en el contexto más amplio de la educación superior interdisciplinaria, lo que a su vez guarda relación con el estatus disciplinario de los Estudios de Género en el ámbito académico. Más de la mitad de los programas de estudios pertenecían a cursos y programas ofertados en departamentos de Estudios de Género (o sus equivalentes), contextos donde el género y el medio ambiente se articulaban dentro de un marco de análisis metateórico sobre el poder disciplinario en el que se analizaban las categorizaciones y las conceptualizaciones en, por ejemplo, las Ciencias Naturales. En cursos impartidos en otras disciplinas, el género era simplemente una perspectiva sobre los conceptos centrales de, por ejemplo, los estudios de desarrollo, y se basaba más en nociones empiristas del género como una categoría preconcebida.

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