The resilience of settler colonialism in higher education: a case study of a western sustainability department

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching in Higher Education Pub Date : 2023-07-04 DOI:10.1080/13562517.2023.2197111

Haven Bills, Sonja Klinsky

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引用次数: 6

Abstract

ABSTRACT University-level sustainability education aims to reduce future harm to people and the planet, however, this goal is challenged by the tight relationships between Western academia and settler colonialism (SC). As a process that is predicated upon Indigenous erasure and harmful land relations, SC is antithetical to sustainability goals. This raises questions about how those responsible for providing education in this space respond to these challenges: are they reinscribing or resisting SC? How are these processes occurring? Through interviews at Arizona State University’s School of Sustainability, we analyse how educators are grappling with reproductions of SC while attempting Justice-Based Environmental Sustainability (JBES) education. We find primary barriers to achieving JBES and challenging SC exist individually (anxiety and discomfort) and systemically (university understandings of land, progress, and power). Using resilience as a frame of analysis points to the importance of interventions designed at the interplay of the individual and the system broadly.

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移民殖民主义在高等教育中的复原力:一个西方可持续发展部门的案例研究

摘要大学级别的可持续发展教育旨在减少未来对人类和地球的伤害，然而，西方学术界与定居者殖民主义（SC）之间的紧密关系对这一目标提出了挑战。作为一个建立在土著消失和有害土地关系基础上的过程，SC与可持续发展目标背道而驰。这就提出了一个问题，即那些负责在这一领域提供教育的人如何应对这些挑战：他们是在重塑还是抵制SC？这些过程是如何发生的？通过亚利桑那州立大学可持续发展学院的采访，我们分析了教育工作者在尝试基于正义的环境可持续发展（JBES）教育时如何努力应对SC的复制。我们发现，实现JBES和挑战SC的主要障碍分别存在（焦虑和不适）和系统存在（大学对土地、进步和权力的理解）。以恢复力作为分析框架，指出了针对个人和整个系统相互作用而设计的干预措施的重要性。

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来源期刊

Teaching in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

7.70%

发文量

期刊介绍： Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.