Teaching and learning about race, culture, and environment in a predominately white institution

A. M. Strong (), M. C. Vea, C. Ginger, M. R. Blouin, L. Edling, M. N. Barrios-Garcia, M. J. McDonald and Z. Ispa-Landa
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A. M. Strong: University of Vermont
M. C. Vea: University of Vermont
C. Ginger: University of Vermont
M. R. Blouin: University of Vermont
L. Edling: University of Vermont
M. N. Barrios-Garcia: University of Vermont
M. J. McDonald: University of Vermont
Z. Ispa-Landa: University of Vermont

Journal of Environmental Studies and Sciences, 2024, vol. 14, issue 3, No 9, 538-547

Abstract: Abstract The environment and natural resource fields have traditionally centered western science, the scholarship of white men, and land conservation strategies that neglect historical inhabitants. These tenets have led to a narrow view of how conservation is defined and created challenges for BIPOC students and professionals to see themselves as full and equal participants in the environmental sciences. The Rubenstein School of Environment and Natural Resources has worked to address these shortcomings through courses designed to address issues of systemic racism and exclusion in the environmental field. In our student’s first year, we pair a fall course focused on communication skills with a spring course that addresses issues of racism and social justice in the environmental fields. We use the fall semester to create a learning community where students build relationships of trust, mutual regard, and care and develop a deeper understanding of their relationship with the environment. In the spring, we present students with a variety of frameworks to think critically about equity, inclusion, positionality, privilege, racism, and diversity. A key learning outcome is to help students consider how historical and present-day dynamics of race and racism have shaped the environmental field. Importantly, we focus on the voices and messages of environmental leaders who have historically been left out of popular environmental narratives. We outline lessons learned in the integration of diversity, equity, and inclusion into our environment and natural resources curriculum and ways to further enhance our centering of equity and inclusion in the curriculum.

Keywords: BIPOC students; Environmental justice; Environmental curriculum; Dialogue (search for similar items in EconPapers)
Date: 2024
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DOI: 10.1007/s13412-024-00948-8

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