The Challenges of Interrupting Climate Colonialism in Higher Education: Reflections on a University Climate Emergency Plan

IF 2.6 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
SHARON STEIN, JAN HARE
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引用次数: 0

Abstract

In this article Sharon Stein and Jan Hare ask how higher education institutions might begin to confront the connections between climate change and colonization. To grapple with this question, they examine the dynamics through which climate action can reproduce colonial relations and reflect on the challenges, complexities, and possibilities that emerged in the context of one university’s Indigenous engagement efforts around a climate emergency declaration. The authors suggest that if universities seek to interrupt climate colonialism, they will need to commit to upholding Indigenous rights, knowledges, and self-determination and to accepting responsibility for repairing colonial harm and developing respectful, reciprocal relationships with Indigenous communities and lands. To fulfill these commitments, universities will need to avoid the common tendency to seek quick solutions and instead support the development of institutional conditions and individual capacities that would make it possible to have difficult conversations about the historical and ongoing ways that they have been complicit in social and ecological harm.
中断气候殖民主义在高等教育中的挑战:对大学气候应急计划的思考
在这篇文章中,Sharon Stein和Jan Hare询问高等教育机构如何开始面对气候变化和殖民之间的联系。为了解决这个问题,他们研究了气候行动可以再现殖民关系的动态,并反思了一所大学围绕气候紧急声明的土著参与努力所带来的挑战、复杂性和可能性。作者建议,如果大学寻求中断气候殖民主义,它们将需要致力于维护土著的权利、知识和自决,并承担修复殖民伤害的责任,并与土著社区和土地发展尊重、互惠的关系。为了履行这些承诺,大学将需要避免寻求快速解决方案的普遍趋势,而是支持制度条件和个人能力的发展,这将使人们有可能就历史和正在进行的方式进行艰难的对话,这些方式一直是社会和生态危害的同谋。
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来源期刊
Harvard Educational Review
Harvard Educational Review EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
20
期刊介绍: The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.
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