Decolonizing Climate Change Education: Fostering Inclusivity, Equity, and Holistic Understandings

16 Jun

16Jun

“If the goal is to prepare learners for an uncertain future by helping them to gain the capacities (i.e. knowledge, skills, dispositions and values) to deal with future challenges, educators must rethink climate change mitigation and adaptation in ways that are not merely technical but socially transformative, using teaching and learning approaches that harness creativity and empower students to be able to act” (Stevenson et al., 2017, p. 70).“During this time of “educational and ecological crisis” it is essential to open up the field and to entertain the possibilities of new approaches in a creative quest for more viable and complete educational processes” (Cajete, 2010, p.1126)

“Big Question”

How can the process of decolonization, including acknowledging and integrating Indigenous knowledges, local perspectives, and diverse cultural approaches contribute to more inclusive and equitable approaches to climate change education?

Course Description:

Effective solutions to climate-related problems must be inclusive of and beneficial to diverse populations. This interdisciplinary course integrates Indigenous Knowledges (IKS) and perspectives in order to challenge assumptions about science, scientific practices, and Eurocentric narratives that traditionally dominate discussions on climate science and climate change education.
In this course, we investigate how climate science is measured, understood, communicated, and taught with attention to the perspectives of those who have been historically marginalized, particularly Indigenous Peoples. Our goal is to explore more inclusive and equitable approaches to climate change education, which acknowledges the interconnectedness of environmental issues with social, cultural, and historical contexts. We critically examine historical climate change policies and regulations to deconstruct Western-Eurocentric paradigms impacting environmental justice.

Course Design Collaborators

This course has been developed by UMD College of Education faculty in collaboration with scientists from the National Oceanic and Atmospheric Administration (NOAA), faculty in the University of Maryland's Behavior, Ecology, Evolution, and Systematics (BEES) program, and Piscataway Conoy Tribal citizens.
This course welcomes participants with varying levels of experience and expertise in the subject matter., Instructors have strategically developed the course to ensure an inclusive learning environment that is suitable for beginners as well as those with a more advanced understanding of the concepts involved. The curriculum is structured to accommodate a broad range of backgrounds, identities, and interests, and to provide a valuable educational experience for everyone, regardless of prior familiarity with the course content or concepts.

Learning Outcomes

Upon completion of this course, students will be able to:

Demonstrate an understanding of basic terms, concepts, and approaches for making sense of and communicating about climate change from Eurocentric and decolonized perspectives.

Explain how cultural beliefs influence behaviors and practices that contribute to climate change at the individual, organizational, or societal levels (DVCC #2).

Understand the principles of decolonization and how they can be applied to reexamine and restructure the teaching and understanding of climate science in both formal and non-formal settings.

Reflect in depth about critical similarities, differences, and intersections between their own beliefs about science, science learning, and climate change education and those of Indigenous cultures to demonstrate a deepening or transformation of their original perspectives (DVCC #3).

Identify and describe credible sources for teaching and learning about climate change, considering diverse perspectives, including Indigenous and non-Eurocentric worldviews.

Develop the skills to critically assess and challenge culturally informed assumptions related to dominant or widely accepted scientific ideas driving decision-making in the context of climate change (DVCC #5).

Demonstrate an understanding of the value of acknowledging and integrating Indigenous Knowledges, local perspectives, and diverse cultural approaches in addressing climate issues (DVCC #5).

Enhance their communication skills, articulating the complexities of climate change impacts and solutions in a clear and accessible manner suitable for diverse audiences.

Cajete, G. A., & Pueblo, S. C. (2010). Contemporary Indigenous education: A nature-centered American Indian philosophy for a 21st century world. Futures, 42(10), 1126-1132.

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