Geology uprooted! Decolonising the curriculum for geologists

ROGERS, SL, LAU, L, DOWEY, Natasha, SHEIKH, H and WILLIAMS, R (2022). Geology uprooted! Decolonising the curriculum for geologists. Geoscience Communication, 5 (3), 189-204.

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Official URL: https://gc.copernicus.org/articles/5/189/2022/
Open Access URL: https://gc.copernicus.org/articles/5/189/2022/gc-5... (Published)
Link to published version:: https://doi.org/10.5194/gc-5-189-2022
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    Abstract

    Geology is colonial. It has a colonial past and a colonial present. Most of the knowledge that we accept as the modern discipline of geology was founded during the height of the post-1700 European empire's colonial expansion. Knowledge is not neutral, and its creation and use can be damaging to individuals and peoples. The concept of "decolonising the curriculum"has gathered attention recently, but this concept can be misunderstood or difficult to engage with for individuals who are not familiar (or trained to work) with the literature on the issue. This paper aims to demystify decolonising the curriculum, particularly with respect to geology. We explain what decolonising the curriculum is and then outline frameworks and terminology often found in decolonising literature. We discuss how geology is based on colonised knowledge and what effects this may have. We explore how we might decolonise the subject and, most importantly, why it matters. Together, through collaborative networks, we need to decolonise geology to ensure our discipline is inclusive, accessible to all, and relevant to the grand challenges facing diverse world societies.

    Item Type: Article
    Identification Number: https://doi.org/10.5194/gc-5-189-2022
    Page Range: 189-204
    SWORD Depositor: Symplectic Elements
    Depositing User: Symplectic Elements
    Date Deposited: 13 Aug 2022 18:44
    Last Modified: 13 Aug 2022 18:44
    URI: http://shura.shu.ac.uk/id/eprint/30577

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