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

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  • Eve Z. Bratman

    (Franklin and Marshall College)

  • William P. DeLince

    (Franklin & Marshall College)

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.

Suggested Citation

  • Eve Z. Bratman & William P. DeLince, 2022. "Dismantling white supremacy in environmental studies and sciences: an argument for anti-racist and decolonizing pedagogies," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 12(2), pages 193-203, June.
    • Handle: RePEc:spr:jenvss:v:12:y:2022:i:2:d:10.1007_s13412-021-00739-5
    DOI: 10.1007/s13412-021-00739-5
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