Situated Learning to Address the Climate Emergency in Mexico: An Ecofeminist Educational Experience from the Global South

The experiences of women from the Global South concerning living with climate change in their specific contexts, the situated responses they have developed to care for their physical and social environments, and the ways they have acted in the face of various socio-ecological challenges related to the climate emergency have inspired an alternative educational process for basic education in Mexico. This article reports on the results of its implementation through a collaborative research study conducted primarily with women from rural communities in Veracruz, Yucatán, Mexico City, and Hidalgo, Mexico, as well as with teachers from schools located in these contexts. From diverse ecofeminist perspectives, we recognise the value of the experiences of women who face the socio-ecological and climate crisis in their daily lives. Based on these experiences, we propose situated educational alternatives in schools to address the complexity surrounding the various social and ecological challenges and the climate emergency we face. As results, we present the methodological strategies through which families and teachers identify socio-ecological concerns, knowledge, and local practices to confront the impacts of climate change, as well as some concerns that arise from experiencing the climate crisis in their daily lives.