**Apologies for cross-posting.** Dear Colleagues,
I hope this message finds you all well amidst these difficult times, especially those of you still amidst end-of-semester stresses! I write today with a question derivative of my own pedagogical curiosity, and perhaps future writing / research interest or collaborations. *Do you have any examples and insights to share about teaching environmental studies, environmental politics, and the history of the environmental movement from an anti-racist and de-colonial perspectives?* Background: Given the recent widespread efforts to do better at diversity, equity, and inclusion, and even more broadly to engage in anti-racist approaches to curricular reshaping (especially here in the U.S.), I’m deeply curious to gain a better understanding of what a great anti-racist environmental studies classroom can look like, and how to push the movement, more broadly, to engage in a more intersectional way with Black and Indigenous perspectives. We hinted at such a discussion a while back on the GEP-ED listserve with a discussion on the Tragedy of the Commons (and indeed, I incorporated that *Tragedy of the Tragedy of the Commons *article, as well as Prakash Kashwan’s piece in *The *Conversation, both with great success in my intro class this semester, alongside several other key shifts to re-situate the movement’s origins and central debates). To anticipate a couple questions in advance: What do you mean by anti-racist perspectives? I realize that it is almost inimical to the idea of anti-racism to proclaim oneself as anti-racist. So, don’t. I am interested in how you’ve identified, described, and worked to dismantle racist epistemologies, histories, and assumptions in our field through your classroom teaching (though specific reading suggestions/ scholarly research articles would be welcome too, this is not my central concern at this point). What sorts of approaches are you looking for? I’d love to hear about reflections on swapped readings, incorporation of intersectionality in environmentalism into classroom discussions, or how you’ve challenged narratives of white supremacy, white saviorism, or acknowledged racial/ethnic traumas in relation to environmental studies topics. I’m not looking so much for details of syllabus tweaks like “I now incorporate case studies about the Greenbelt movement or about Black farming in America” (as these might go more under the banner of Diversity, Equity, and Inclusion” or under an Environmental Justice section of the class) but rather am deeply curious to hear about how your syllabi and classroom interactions may have been re-structured, made more intersectional, or made explicit some of the self-critical ways in grappling with the environmental movements’ entrenched narratives of white privilege. I’m also interested in hearing about whether the Black Lives Matter movement and adjacent conversations about structural racism, climate justice, #NoDAPL, Extinction Rebellion, and rights of nature currents of environmentalism have led you to different interpretations the (broadly understood) history of the “environmental movement.” I realize this is a somewhat separate, but related set of topics – yet the present obviously can shift our understandings of history, so it is interesting too, and related. I figure it can’t hurt to ask. I will be more than happy to share further illustrations from my own course syllabi and *to receive your responses individually, and then to compile them to be shared with the entire list (per list-serve norms)*. I hope it yields a good discussion and many useful perspectives! Cordially, Eve -- Eve Bratman, PhD (she/her or they/them) Assistant Professor of Environmental Studies Franklin & Marshall College Website <http://www.evebratman.com> -- Governing the Rainforest <https://global.oup.com/academic/product/governing-the-rainforest-9780190949389?cc=us&lang=en&;> (Save 30% with ASFLYQ6 code) - - 2019 article: Abolitionist Climate Justice in Washington, DC <https://onlinelibrary.wiley.com/doi/abs/10.1111/anti.12555> - 2020 article: Fracking, Security, and Eroding Democratic Values <https://www.tandfonline.com/doi/full/10.1080/17419166.2020.1811969> - 2020 article: Saving the Stingless Bees in the Zona Maya <http://www.conservationandsociety.org/downloadpdf.asp?id=296995;type=2> -- You received this message because you are subscribed to the Google Groups "gep-ed" group. To unsubscribe from this group and stop receiving emails from it, send an email to [email protected]. To view this discussion on the web visit https://groups.google.com/d/msgid/gep-ed/CAEsF8C0JTX1cmyjr2V%2BYhi7sdX75T%2B4JFNNjUx7EKE6Y%2BabwkA%40mail.gmail.com.
