Decolonising UK Earth Science pedagogy - from the hidden histories of our geological institutions to inclusive curricula
Lead Research Organisation:
University of Hull
Department Name: Geology
Abstract
The dominance of western Earth Sciences (i.e. geology and geosciences) discourses continues to (re)appropriate the contributions of the 'Other-indigenous' populations. At the end of the 18th century rocks, minerals and ores were considered part of the broad domain of natural history. Geology's status as a discrete academic activity remained underdeveloped but became fashionable as a scientific pursuit amongst European elite classes. Geology as an academic discipline emerged as a specialised branch of science by the colonial state, as a distinct scientific and exploitative discipline. The foundations of the discipline, and the institutions that arose during this time, benefitted from and perpetuated resource extraction, knowledge extraction and was an essential tool for Imperial expansion.
The historical utilitarian identity of geology over the years remains and reinforces an ongoing bias for the subject. The narrative of geology is one that is still a science for extraction - of mineral resources, of rare fossil specimens, of data and knowledge. This is amply demonstrated in the prioritisation of practice, production, and profit across all its reports. While detailing extraction processes, documenting quality of products, and describing the search for new deposits, and other geological phenomena (e.g. fossils) what remains absent from the discourse is the contribution of nameless and more importantly faceless individuals who were the key interlocutors and explorers in this Imperial enterprise. A look at the documents and reports to promote geological education reinforces this airbrushing of engagement of local or indigenous participants and their knowledge.
This form continues even today. The colonial legacy of Earth Science is not known or understood by many practitioners of the discipline today - that we cannot study colonialism without geology, nor geology without colonialism. The influence of this hidden history on university curricula adds to the perception (and reality) of Earth Science as a white, western dominated subject and enhances the hostile environment often cited for the continuing lack of diversity in the discipline. Thus, tackling these two key issues are essential for improving the diversity of those entering and being retained within Earth Science education, research and work.
This project aims to work towards resolving these issues by (1) collaboratively exploring the unrecognised knowledge upon which the foundational institutions of Earth Science is built and how this legacy creates modern day inequity in our discipline and (2) to begin dismantling this inequity by taking a decolonising Earth Science pedagogy and curriculum approach. We partner with the British Geological Survey, the Geological Society of London, the Royal Geographical Society - IBG, and include representatives from Diversity in Geoscience-UK and Black in Geoscience in order to co-create knowledge and resources to drive sector-wide change. Our interdisciplinary team comprises expertise from history, geology, geography, pedagogy and historical geography. We are a team that also is gender diverse and centres two early career researchers from historically excluded groups, who have intersectional identities. The project will train these ECR in new skills and support their career development.
The historical utilitarian identity of geology over the years remains and reinforces an ongoing bias for the subject. The narrative of geology is one that is still a science for extraction - of mineral resources, of rare fossil specimens, of data and knowledge. This is amply demonstrated in the prioritisation of practice, production, and profit across all its reports. While detailing extraction processes, documenting quality of products, and describing the search for new deposits, and other geological phenomena (e.g. fossils) what remains absent from the discourse is the contribution of nameless and more importantly faceless individuals who were the key interlocutors and explorers in this Imperial enterprise. A look at the documents and reports to promote geological education reinforces this airbrushing of engagement of local or indigenous participants and their knowledge.
This form continues even today. The colonial legacy of Earth Science is not known or understood by many practitioners of the discipline today - that we cannot study colonialism without geology, nor geology without colonialism. The influence of this hidden history on university curricula adds to the perception (and reality) of Earth Science as a white, western dominated subject and enhances the hostile environment often cited for the continuing lack of diversity in the discipline. Thus, tackling these two key issues are essential for improving the diversity of those entering and being retained within Earth Science education, research and work.
This project aims to work towards resolving these issues by (1) collaboratively exploring the unrecognised knowledge upon which the foundational institutions of Earth Science is built and how this legacy creates modern day inequity in our discipline and (2) to begin dismantling this inequity by taking a decolonising Earth Science pedagogy and curriculum approach. We partner with the British Geological Survey, the Geological Society of London, the Royal Geographical Society - IBG, and include representatives from Diversity in Geoscience-UK and Black in Geoscience in order to co-create knowledge and resources to drive sector-wide change. Our interdisciplinary team comprises expertise from history, geology, geography, pedagogy and historical geography. We are a team that also is gender diverse and centres two early career researchers from historically excluded groups, who have intersectional identities. The project will train these ECR in new skills and support their career development.
Publications
Kavanagh J
(2022)
Volcanologists-who are we and where are we going?
in Bulletin of Volcanology
Rogers S
(2022)
Geology uprooted! Decolonising the curriculum for geologists
in Geoscience Communication
Description | This project explored the unacknowledged local geological knowledge and labour upon which the foundational institutions of Earth Science are built and how this legacy creates modern-day exploitation, unethical behaviour and inequity in our discipline. We uncovered some of the hidden histories of colonial mineral exploitation, including the role of British geologists and geological institutions in expanding colonial rule in Africa and how local geological knowledge and local guides underpinned the activities of the colonial geological surveys. Our archival investigation reveals that many of the mineral resource 'discoveries' attributed to celebrated British geologists were already used and mined locally and that local knowledge underpinned these resource 'discoveries'. These pioneer geologists relied on the colonial structure to obtain information from locals central to fieldwork, mineral investigation, and discoveries. Still, history has omitted the contributions of the locals involved in these mineral discoveries and the acknowledgement of any local geological knowledge. We are suggesting a change in the narrative from one of discovery to one of exploitation. We have created a package of open access pedagogical tools and resources we hope will enable sector-wide recognition, learning, and conversations around the historical legacy of Earth Science and modern inequities. These resources include infographics, videos and blogs and are aimed at Earth Science academics, students, practicioners (e.g. Museum curators, British Geological Survey) and schools (both teachers and students). Alongside these tools we have built a community of folks who are driving change, encouraging conversations and sharing learning on the broad topic of Decolonising Earth Science through our forum (Discord Server), social media channels and website. |
Exploitation Route | This project aimed to ensure that Earth Science learns from the past by moving from these hidden histories and embedding them into inclusive curricula. Outcomes from the project will contribute to and expand debates about how knowledge is created and what the role of the scientist is in creating and using knowledge, and which individuals were excluded from knowledge production. The generated knowledge and created resources can be applied to making Earth Science more inclusive (from academia, to public sector organisations to industry), thus reducing inequalities in access, retention and success in our discipline. We seek to normalise working with local knowledge, and knowledge outside the boundaries of Earth Science leading to more interdisciplinary work, better preparing the discipline for current global challenges. |
Sectors | Education Energy Environment Government Democracy and Justice Culture Heritage Museums and Collections |
URL | https://www.decolearthsci.com/ |
Description | Extension of Decolonising UK Earth Science Pedagogy |
Organisation | British Geological Survey |
Country | United Kingdom |
Sector | Academic/University |
PI Contribution | To work specifically on work revealing the hidden histories of the BGS and provide infographics on decolonising the BGS. |
Collaborator Contribution | n/a |
Impact | n/a |
Start Year | 2023 |
Description | Decolonising Earth Science Workshop - from hidden histories to decolonising curriculums |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Other audiences |
Results and Impact | We held a workshop at the British Geological Survey (inperson and online) on Friday 15th Sept 2023. Over 50 registrants attended the event. The workshop was designed to be a place of mutual sharing, learning and knowledge exchange. We presented a series of talks resulting from the project, but also welcomed contributions from all participants. Talks included: Dr Steven Rogers | Geology uprooted: an intro to decolonising Earth Science Dr Anya Lawrence | Open educational resources to decolonise and diversify Earth Science Dr Munira Raji | Changing the narrative: the hidden histories of British colonial mineral exploitation in Africa Dr Nick Evans | Imperial Dividend - Geological exploitation by Britain after 1945 Prof Jenni Barclay | Levelling Up on Learning the Lessons: the past as a key to improving how we behave in the future Dr Keely Mills | "They do things differently there". The evolution of the world's oldest geological survey. We also held a panel Dr M. Satish Kumar | Dr Steven Rogers | Dr Natasha Dowey | Cassius Morrison 'Explore questions and share reflections on decolonising UK Earth Science with our panel. What could the aspirations be? How can we approach this in our practice and teaching? How has it been received? How can we co-create with students?' The day finished with a keynote by Dr Anjana Khatwa 'Provenance: Exploring the origins of our relationship with rock' The day was a vibrant place of discussion and shared learning and was an important dissemination tool for the project. The talks were recorded and will be available on YouTube via our website. |
Year(s) Of Engagement Activity | 2023 |
URL | https://drive.google.com/file/d/18s2_vB9k9J4owBnIIdwxj995pydRlE7X/view |
Description | Discord Server |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Other audiences |
Results and Impact | This forum is a space for discussion, reflection and sharing around the topic of decolonising Earth science. We hope that this becomes a supportive space, to help the Earth Science community gain a better understanding of the colonial routes and origins of the Earth Science (geology/geoscience) discipline and its founding institutions. Earth Science in the UK is fundamentally intertwined with colonialism and the British Imperial project and so there is a distinct and specific need to the UK Earth Science community to reckon with this history and take steps to remedy its legacy. Whilst aimed primarily at a UK audience, we welcome global perspectives and discussion. |
Year(s) Of Engagement Activity | 2023,2024 |
URL | https://docs.google.com/forms/d/e/1FAIpQLSfWZxP-cWzDORc8Lv1B1U4NpvT4A4X3dQcHCNoSAx36nKd05A/viewform |
Description | Exhibition |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Other audiences |
Results and Impact | Exhibited at the British Sedimentological Research Group conference. |
Year(s) Of Engagement Activity | 2023 |
Description | Exhibition |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Other audiences |
Results and Impact | Exhibition at the Volcanic and Magmatic Studies Group conference |
Year(s) Of Engagement Activity | 2024 |
URL | https://vmsg.org.uk/events/vmsg2024/ |
Description | |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Public/other audiences |
Results and Impact | Project Instagram where we release infographics, animations and stories related to the project. |
Year(s) Of Engagement Activity | 2023,2024 |
URL | https://www.instagram.com/decolearthsci/ |
Description | Project Video |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Other audiences |
Results and Impact | A video summarising the project: The Decolonising UK Earth Science project is an AHRC-NERC funded project exploring the hidden histories of UK Earth Science institutions and geological knowledge and how we can address this through a decolonising pedagogy and curriculum approach. |
Year(s) Of Engagement Activity | 2023 |
URL | https://www.youtube.com/watch?v=RHz8Q7_QUr4 |
Description | Project Website |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Other audiences |
Results and Impact | We have created a project website as both a public engagement tool, but also as a repository for the toolkit we have developed as an outcome of the project. This toolkit is a package of open access pedagogical resources to enable sector-wide recognition, learning, and conversations around the historical legacy of Earth Science and modern inequities. This comprehensive toolkit will help the sector work towards our goal to decolonise UK Earth Science. |
Year(s) Of Engagement Activity | 2023,2024 |
URL | https://www.decolearthsci.com/ |
Description | Talk for the Lapworth Museum |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Third sector organisations |
Results and Impact | Title: Hidden Histories in the Lapworth Archive Date: Thursday 26th January Location: The Lapworth Museum of Geology, University of Birmingham |
Year(s) Of Engagement Activity | 2023 |
Description | Wilberforce Institute Blog |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Other audiences |
Results and Impact | Telling Stories of the Hidden Colonial Histories of Our Geological Institutions published on Wilberforce Institute at the University of Hull blog site |
Year(s) Of Engagement Activity | 2022 |
URL | https://wilberforceinstitute.uk/2022/10/20/telling-stories-of-the-hidden-colonial-histories-of-our-g... |
Description | X/Twitter |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Other audiences |
Results and Impact | An X/Twitter account where we share infographics, animations and stories related to the project. |
Year(s) Of Engagement Activity | 2023,2024 |
URL | https://twitter.com/DecolEarthSci |