Heritage education in initial teacher training from a feminist and animal ethics perspective. A study on critical-empathic thinking for social change

Abstract

This article analyses the conceptions of teachers in initial training from different Spanish universities in relation to heritage education, feminist thought and animal ethics. For this purpose, a mixed research design has been used, with a questionnaire of open and closed questions and a complex system of categories, validated by experts in the field. The results lead us to propose keys to integrate the three categories: interspecific justice, postcolonial and counter-hegemonic gender approach, construction of new human and non-human imaginaries, and teacher training for the development of an ecofeminist pedagogy.