the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
GC Insights: Diversifying the Geosciences in Higher Education: a Manifesto for Change
- 1The Honors College and Biosystems Engineering Department, University of Arizona, Tucson, Arizona, United States
- 2Department of Learning and Teaching Enhancement, Edinburgh Napier University, Edinburgh, Scotland
- 3Department of Earth and Environmental Sciences, University of Central Asia, Khorugh, Tajikistan
- 4Climate Research Lab, Indian Institute of Tropical Meteorology, Pune, India
- 5Department of Chemistry, University of York, York, United Kingdom
- 6Lancaster Environment Centre, Lancaster University, United Kingdom
- 7School of Earth and Space Exploration, Arizona State University, Tempe, Arizona, United States
- 8Scripps Institution of Oceanography, University of California San Diego, San Diego, California, United States
- 9Kimberly Green Latin American and Caribbean Center, Florida International University, Miami, Florida, United States
- 10Department of Earth and Environment, Florida International University, Miami, Florida, United States
- 11Florida International University and Miami Northwestern Senior High School, Miami, Florida, United States
- 1The Honors College and Biosystems Engineering Department, University of Arizona, Tucson, Arizona, United States
- 2Department of Learning and Teaching Enhancement, Edinburgh Napier University, Edinburgh, Scotland
- 3Department of Earth and Environmental Sciences, University of Central Asia, Khorugh, Tajikistan
- 4Climate Research Lab, Indian Institute of Tropical Meteorology, Pune, India
- 5Department of Chemistry, University of York, York, United Kingdom
- 6Lancaster Environment Centre, Lancaster University, United Kingdom
- 7School of Earth and Space Exploration, Arizona State University, Tempe, Arizona, United States
- 8Scripps Institution of Oceanography, University of California San Diego, San Diego, California, United States
- 9Kimberly Green Latin American and Caribbean Center, Florida International University, Miami, Florida, United States
- 10Department of Earth and Environment, Florida International University, Miami, Florida, United States
- 11Florida International University and Miami Northwestern Senior High School, Miami, Florida, United States
Abstract. There is still a significant lack of diversity and equity in geoscience education, even decades after widespread calls for improvement and action. We propose an approach and specific opportunities for educators to improve diversity in geoscience education within higher education: 1) advocating for institutional change, 2) incorporating diverse perspectives and authors in curricula, 3) teaching historical and sociopolitical contexts of geoscience information, 4) connecting geoscience principles to more geographically diverse locations, 5) implementing different communication styles that consider different ways of knowing and learning, and 6) empowering learner transformation and agency.
Caitlyn A. Hall et al.
Status: open (until 14 Jun 2022)
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CC1: 'Comment on egusphere-2022-116', Andreas Braun, 21 Apr 2022
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Thank you for this clean and structured collection of different domains within the field of geosciences where diversity is not only neglected but often actively suppressed. I like that you provide concrete opportunities to promote change.
Another aspect which might play a role here could be critical cartography. Especially geosciences deal with phenomena which have a spatial component which is often communicated and via maps, but many maps are still based on principles of the last century. This includes the selection of a suitable map projection (especially global maps tend to underlie a strong colonial notion) , the non-inclusive process of mapping (who creates the maps and who is being mapped), or also the selection of symbology and colors. Especially educators can foster transition towards more diversity-oriented maps, and thereby contribute to a more inclusive way of presenting, teaching and communicating science.
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CC2: 'Reply on CC1', Andreas Braun, 21 Apr 2022
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Sorry, I forgot to add two resources which deal with the role of maps in terms of diversity and might be relevant in this regard:
- Perkins, C. (2017). Critical cartography. In The Routledge Handbook of mapping and cartography (pp. 80-89). Routledge.
- Basu, S., Kirby, P., & Shepherd, L. J. (2020). Women, Peace and Security: a critical cartography. New Directions in Women, Peace and Security, 1-25.
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CC2: 'Reply on CC1', Andreas Braun, 21 Apr 2022
reply
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CC3: 'Comment on egusphere-2022-116', Steve Lockett, 25 Apr 2022
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The expectation that English is the language of academic writing has the potential to both ignore or simplify the range of knowledge held by those who do not or cannot speak or write in English and can also undermine the depth of knowledge contained within a local language. Allowing greater use of names and concepts held by local language speakers brings critical information into the academic sphere without recourse to sometimes unwieldy translations.
For example: studies by my organisation worked with indigenous peoples to understand the symbiotic ecological relationship between two fish species. Kallunthi when literally translated means 'stone turner' in the tongue of the Kuruma people of northern Kerala. However, contained within that name is an understanding that the fish is turning stones to clean them for later spawning by the hump-backed mahseer. Kallunthi does not simply mean 'stone turner', it also means 'fish that turns and cleans stones for our God fish to use for breeding during a different season'.
By allowing greater use of local or regional languages and making the effort to understand the broader concepts a simple translation may ignore, we help to enrich the whole process of academic writing.
Caitlyn A. Hall et al.
Caitlyn A. Hall et al.
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