Decolonising UK Earth Science pedagogy - from the hidden histories of our geological institutions to inclusive curricula

英国地球科学教育学的非殖民化——从我们地质机构的隐藏历史到包容性课程

• 批准号: AH/W008726/1
• 负责人: Rebecca Williams
• 金额: $ 12.86万
• 依托单位: University of Hull
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FW008726%2F1
• 关键词: Decolonising; UK; Earth; Science; pedagogy

The dominance of western Earth Sciences (i.e. geology and geosciences) discourses continues to (re)appropriate the contributions of the 'Other-indigenous' populations. At the end of the 18th century rocks, minerals and ores were considered part of the broad domain of natural history. Geology's status as a discrete academic activity remained underdeveloped but became fashionable as a scientific pursuit amongst European elite classes. Geology as an academic discipline emerged as a specialised branch of science by the colonial state, as a distinct scientific and exploitative discipline. The foundations of the discipline, and the institutions that arose during this time, benefitted from and perpetuated resource extraction, knowledge extraction and was an essential tool for Imperial expansion.The historical utilitarian identity of geology over the years remains and reinforces an ongoing bias for the subject. The narrative of geology is one that is still a science for extraction - of mineral resources, of rare fossil specimens, of data and knowledge. This is amply demonstrated in the prioritisation of practice, production, and profit across all its reports. While detailing extraction processes, documenting quality of products, and describing the search for new deposits, and other geological phenomena (e.g. fossils) what remains absent from the discourse is the contribution of nameless and more importantly faceless individuals who were the key interlocutors and explorers in this Imperial enterprise. A look at the documents and reports to promote geological education reinforces this airbrushing of engagement of local or indigenous participants and their knowledge.This form continues even today. The colonial legacy of Earth Science is not known or understood by many practitioners of the discipline today - that we cannot study colonialism without geology, nor geology without colonialism. The influence of this hidden history on university curricula adds to the perception (and reality) of Earth Science as a white, western dominated subject and enhances the hostile environment often cited for the continuing lack of diversity in the discipline. Thus, tackling these two key issues are essential for improving the diversity of those entering and being retained within Earth Science education, research and work. This project aims to work towards resolving these issues by (1) collaboratively exploring the unrecognised knowledge upon which the foundational institutions of Earth Science is built and how this legacy creates modern day inequity in our discipline and (2) to begin dismantling this inequity by taking a decolonising Earth Science pedagogy and curriculum approach. We partner with the British Geological Survey, the Geological Society of London, the Royal Geographical Society - IBG, and include representatives from Diversity in Geoscience-UK and Black in Geoscience in order to co-create knowledge and resources to drive sector-wide change. Our interdisciplinary team comprises expertise from history, geology, geography, pedagogy and historical geography. We are a team that also is gender diverse and centres two early career researchers from historically excluded groups, who have intersectional identities. The project will train these ECR in new skills and support their career development.

西方地球科学（即地质学和地球科学）话语的主导地位继续（重新）占用“其他土著”人群的贡献。 18 世纪末，岩石、矿物和矿石被认为是自然历史广阔领域的一部分。地质学作为一门独立的学术活动的地位仍然不发达，但作为一种科学追求在欧洲精英阶层中变得流行。地质学作为一门学科，由殖民国家作为一门专门的科学分支而出现，是一门独特的科学和开发学科。该学科的基础以及在此期间建立的机构受益于并延续了资源开采和知识提取，并且是帝国扩张的重要工具。多年来，地质学的历史功利主义身份仍然存在，并强化了对地质学的持续偏见。主题。地质学的叙述仍然是一门提取矿产资源、稀有化石标本、数据和知识的科学。其所有报告中实践、生产和利润的优先顺序充分证明了这一点。在详细介绍提取过程、记录产品质量、描述寻找新矿床和其他地质现象（例如化石）的同时，讨论中仍然缺少无名的、更重要的是无名的个人的贡献，他们是关键对话者和探险家。这个帝国企业。查看促进地质教育的文件和报告，可以加强当地或土著参与者的参与及其知识的喷绘。这种形式甚至在今天仍在继续。今天，地球科学的许多从业者并不了解或理解地球科学的殖民遗产——没有地质学，我们就无法研究殖民主义，没有殖民主义，我们就无法研究地质学。这段隐藏的历史对大学课程的影响增加了地球科学作为白人、西方主导学科的认知（和现实），并增强了经常被认为是该学科持续缺乏多样性的敌对环境。因此，解决这两个问题对于提高进入和保留地球科学教育、研究和工作人员的多样性至关重要。该项目旨在通过以下方式努力解决这些问题：(1) 合作探索地球科学基础机构赖以建立的未被认可的知识，以及这些遗产如何在我们的学科中造成现代不平等；(2) 通过采取以下措施开始消除这种不平等：去殖民化的地球科学教学法和课程方法。我们与英国地质调查局、伦敦地质学会、皇家地理学会 - IBG 合作，并包括来自英国地球科学多样性组织和地球科学布莱克的代表，共同创造知识和资源，推动整个行业的变革。我们的跨学科团队由历史学、地质学、地理学、教育学和历史地理学的专业知识组成。我们的团队也是性别多元化的，并以两名来自历史上被排除的群体的早期职业研究人员为中心，他们具有交叉身份。该项目将为这些 ECR 提供新技能培训并支持他们的职业发展。

项目成果

Volcanologists-who are we and where are we going?

火山学家——我们是谁，我们要去哪里？

• DOI: http://dx.10.1007/s00445-022-01547-7
• 发表时间: 2022
• 期刊: Bulletin of Volcanology
• 影响因子: 3.5
• 作者: Kavanagh J

Decolonising UK Earth Science pedagogy - from the hidden histories of our geological institutions to inclusive curricula

英国地球科学教育学的非殖民化——从我们地质机构的隐藏历史到包容性课程

• DOI: http://dx.10.5194/egusphere-egu23-13760
• 发表时间: 2023
• 作者: Williams R

Changing the narrative: the hidden histories of British colonial mineral exploitation in Africa

改变叙述：英国殖民非洲矿产开采的隐秘历史

• DOI: http://dx.10.5194/egusphere-egu23-15959
• 发表时间: 2023
• 作者: Raji D

Geology uprooted! Decolonising the curriculum for geologists

地质连根拔起！

• DOI: http://dx.10.5194/gc-5-189-2022
• 发表时间: 2022
• 期刊: Geoscience Communication
• 作者: Rogers S