The course will focus on the impact the environment has on women and minorities, and how this violence can be attached to several factors. Students will learn about the violence political systems exert directly on them, and they will become aware of the power they hold and the advantage of recognizing these societal dynamics to promote change in their everyday lives. They will develop a sense of community.

The materials the students will discuss are focused on the intersection between race, gender, and the environment. With articles and books mostly written by females, students from all genders will be able to identify how these intersections constantly display power dynamics and affect the climate and students’ relationship with the land.

Students will constantly engage with equity issues related to topics, paying special attention to the broad injustices exercised on the climate and how they face them on a daily basis, as well as promoting their agency in improving the conditions of their community, understanding how land is related to their own personal experiences, body-land, and promoting climate activism.

After each topic discussed in class, students will write their reflections in a multimodal way. As students analyze different types of arts or other resistance movements that have supported ecofeminism or are similar to ecofeminism purposes, they will generate a multimodal art response that includes writing and a multimodal expression of their feelings and perceptions after each section of the course. That way, the students will be constantly creating.

Students will develop a final project in the community (campus) to generate change that aligns with the principles of ecofeminism: land, bodies, race, environment, and gender, or even outside campus along with an organization that pursues what they want to change. AI will be incorporated to generate brainstorms and more complex project structures, but not the entire project.

The assignments include readings and group work with whom they will organize the entire project until the end of the semester, and if this course is taken at Western Michigan University, the final work will focus on submitting a proposal for the environment contest WMU has.

Students can choose their groups as well as the main project focus for the course, as long as the main purpose of the ecofeminism project is present.

Action-taking will be incorporated into the class starting with the art response that is going to be shared from an Instagram account created for all generations of students taking the course. This is the first step the students will have to take in thinking about how to create after they learn. They will add to that more research on their own, and their citizenship education will be present as they read and analyze their intersectionalities and look for organizations that are already making changes in their communities.

How will students be graded and how will you incorporate self-evaluation? Students will be graded based on compliance with each homework assignment (50%) and the final project (50%). Self-evaluation will take place every time a section of topics is completed, to ensure that the student has the opportunity for improvement several times during the semester