Dismantling white supremacy in environmental studies and sciences: an argument for anti-racist and decolonizing pedagogies

Eve Z. Bratman () and William P. DeLince ()
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Eve Z. Bratman: Franklin and Marshall College
William P. DeLince: Franklin & Marshall College

Journal of Environmental Studies and Sciences, 2022, vol. 12, issue 2, No 1, 193-203

Abstract: Abstract Many academic disciplines are presently striving to reveal and dismantle structures of domination by working to reform and reimagine their curricula, and the ethics and values that underpin classroom settings. This trend is impelled by momentum from the Black Lives Matter movement in tandem with a worldwide call from Indigenous scholars and their allies for more equality in research and epistemological plurality. We contribute to such efforts through applying perspective and analysis concerning anti-racist and decolonized approaches to teaching environmental studies and sciences (ESS). This article discusses the opportunities and challenges of embracing a decolonized and anti-racist approach with an emphasis on courses in higher education in North America. We conclude with guidance for educators about strategies for incorporating such approaches.

Keywords: Anti-racism; Higher education; Decolonization; Environmental justice; Citational justice (search for similar items in EconPapers)
Date: 2022
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Citations: View citations in EconPapers (3)

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DOI: 10.1007/s13412-021-00739-5

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