Author:
Heskel Mary A.,Mergenthal Jennings G. A.
Abstract
AbstractIn this chapter, we introduce our perspectives and guidance for authentically integrating principles of EcoJustice – transparency of and access to information, diversity of cultural perspectives, and equity in decision-making - into undergraduate ecology and environmental science classrooms. As a professor of ecology and a recently graduated undergraduate student of biology and history, we found that EcoJustice can act as an inspiration and source of content and a framework to guide authentic, growth-focused pedagogy. Inclusion of diverse cultural perspectives on how science is performed may deepen connection to content in students representing marginalized communities and broaden discussions and understanding of what science is. We detail the benefits of broadening science pedagogy and pivoting from a practice where single actors and sources of knowledge are emphasized to one that emphasizes a more authentic, diverse, and democratic representation of science. We focus on the strengths of including multiple perspectives on pedagogy and sources of knowledge in the classroom. To promote inclusion, we suggest multiple assessments that emphasize individuality, creativity, application, and fun – often sorely missing from undergraduate classrooms. Finally, we offer guiding questions for faculty and student leaders to reflect on while developing courses and structuring learning environments that value and promote authenticity.
Publisher
Springer International Publishing