Gender, Women and Community Environmental Education for Sustainable Development: Evidence from Rural Madagascar

Abstract

Objective : This article examines the links between gender, community-based environmental education, and sustainable development through a concrete case study in a rural community in Madagascar. It focuses on the role and participation of women, building on the work of Mukoni (2015), Momsen (2004, 2007), and Dankelman (2002, 2012). Method : The study is based on qualitative field research conducted with 150 participants across ten rural localities in Madagascar. Data were collected through 120 semi-structured interviews with rural women, ten focus group discussions, and field observations. The analysis draws on the theoretical framework of feminist political ecology and the Gender and Development (GAD) approach. Results : The findings show that, in line with observations by Kraub (2011) and UNEP (2008), women play a central role in the daily management of natural resources and food security, yet remain marginalized in formal community-based environmental education initiatives. However, when women are genuinely included, environmental education strengthens their adaptive capacities in the face of environmental change (Sen, cited in Elliot, 2007), enhances the recognition of women’s local knowledge, and improves community practices for the sustainable management of natural resources. Conclusion : The article concludes that sustainable development in rural Malagasy communities cannot be achieved without meaningful consideration of gender and the active participation of women in community-based environmental education. In line with Agenda 21 (UNEP, 1992) and UNESCO guidelines (2004), it recommends the implementation of gender-sensitive programs aimed at reducing inequalities in access to information, resources, and decision-making.