Abstract
This thesis aims to help fill the research gap of female voices from the developing world in the discourse and practices of environmental education globally. The study explores the lives and experiences of a population of Brazilian women socio-environmental educators. Research indicates that the early meetings and documents that have shaped environmental education worldwide were conceived, developed, and written primarily by English speaking males from the Western world. This has led to a series of suggested practices and paradigms not necessarily reflecting nor responding to those in the developing world – the majority of Earth’s population – nor to a gendered perspective.
