Decolonizing Pedagogy: Creating Inclusive Frameworks for Race, Power, and Environmental Justice.
The "Anthropocene" is a contested concept, often oversimplifying human responsibility for environmental degradation. This paper argues that a decolonial approach is crucial for understanding the complex interplay of race, power, and environmental justice. By centering marginalised voices, we can challenge dominant narratives about race, power, and environmental justice. By developing an inclusive pedagogy that highlights the intersection of these three elements, we can foster a more equitable and just future.
Drawing on the session’s proposed ecological model, this paper will explore how various factors, including institutional structures, social spaces, and power dynamics, shape the lived experiences of marginalised communities in relation to the environment. Pedagogies are often Eurocentric in nature; drawing on dominant narratives that continue to shape teaching and learning. By understanding the impact of coloniality on education, specifically environmental education, this paper aims to portray how institutions perpetuate racial inequalities and fail to adopt indigenous knowledge systems in its pedagogy. Therefore, I propose centralising indigenous knowledge systems, philosophies, and practices into the curriculum to provide alternative perspectives and ways of understanding the world.
By decolonising our pedagogies, we can empower students to become engaged citizens who are committed to addressing the complex challenges of our time. This paper aims to contribute to a more just and equitable future by fostering a deeper understanding of the interconnectedness of race, power, and environmental justice.