Cultivating anti-racism in the classroom and beyond through collaborative learning in the environmental sciences

Whitney Mgbara, Rosalie Zdzienicka Fanshel (), Kenzo Esquivel, Natasha Shannon, Phoebe Parker-Shames, Damian O. Elias, Lorenzo Washington and Aidee Guzman
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Whitney Mgbara: University of California
Rosalie Zdzienicka Fanshel: University of California
Kenzo Esquivel: University of California
Natasha Shannon: University of California
Phoebe Parker-Shames: University of California
Damian O. Elias: University of California
Lorenzo Washington: University of California
Aidee Guzman: University of California

Journal of Environmental Studies and Sciences, 2025, vol. 15, issue 1, No 16, 199-216

Abstract: Abstract Spurred by nationwide protests against anti-Black violence in the summer of 2020, academic departments across the USA saw an uptick in efforts to integrate belonging, diversity, equity, justice, and inclusion initiatives into their programs. In this vein, graduate students in the Department of Environmental Science, Policy, and Management at the University of California, Berkeley, developed and led a semester-long course, “Critical Engagements in Anti-Racist Environmental Scholarship.” The course cultivated anti-racist mindsets through collaborative learning and action projects. We designed and taught the class as a team of doctoral students, and course participants consisted of faculty, staff, postdoctoral scholars, and other graduate students, thus disrupting traditional academic power structures. In this article, we draw on our experiences from two years of developing and teaching this course. We begin by outlining our theory of change, depicted as a tree rooted in our pedagogical approach, which ultimately bears the fruit of anti-racist mindsets and actions. We then provide an overview of our pedagogical approach, which includes attending to the roots of curriculum, classroom structures, and teaching practices. Next, we highlight the four key elements of the course’s success: (1) Centering Black voices and experiences, (2) Flattening academic hierarchies, (3) Fostering a community of learners, and (4) Developing action-oriented mindsets to sustain long-term anti-racist praxis. To conclude, we reflect on the successes and challenges of this approach two years later. Overall, this article shares our experiences conducting an environmental sciences-specific version of this course, with the understanding that this model can be adopted by other departments seeking to implement anti-racist praxis through coursework and long-form professional development training for academics.

Keywords: Anti-racism; Critical environmental scholarship; Pedagogy; Collaborative learning; Departmental culture; Professional development (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/s13412-024-00995-1

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