Articles | Volume 5, issue 3
https://doi.org/10.5194/gc-5-189-2022
© Author(s) 2022. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
https://doi.org/10.5194/gc-5-189-2022
© Author(s) 2022. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
Review article
| 
08 Jul 2022
Review article |
| 08 Jul 2022
| 08 Jul 2022
Geology uprooted! Decolonising the curriculum for geologists
The School of Geography, Geology and the Environment, Keele
University, Keele ST5 5BG, UK
Lisa Lau
The School of Geography, Geology and the Environment, Keele
University, Keele ST5 5BG, UK
Natasha Dowey
Department of the Natural and Built Environment, Sheffield Hallam
University, Sheffield S1 1WB, UK
Hinna Sheikh
The Equalities Team, Keele University, Keele ST5 5BG, UK
Rebecca Williams
Department of Geography, Geology and Environment, University of Hull, Hull HU6 7RX, UK
Related authors
Steven L. Rogers, Adam J. Jeffery, Jamie K. Pringle, Antonia C. Law, Alexandre Nobajas, Katie Szkornik, Angela C. Turner, Adam Moolna, and Luke Hobson
Geosci. Commun. Discuss., https://doi.org/10.5194/gc-2021-32, https://doi.org/10.5194/gc-2021-32, 2021
Manuscript not accepted for further review
Short summary
Short summary
Our pedagogic framework suggests that using living labs for educational purposes can provide environments where authentic activities and assessment can be readily provided, create an environment where students become stakeholders in adjunct processes, help educators work toward inclusive and authentic alternatives to residential fieldwork (where needed), and provide alternative fieldwork (and other activities) locations to help rationalise curricula financial and environmental footprints.
Adam J. Jeffery, Steven L. Rogers, Kelly L. A. Jeffery, and Luke Hobson
Geosci. Commun., 4, 95–110, https://doi.org/10.5194/gc-4-95-2021, https://doi.org/10.5194/gc-4-95-2021, 2021
Short summary
Short summary
We investigate the potential use of Thinglink, an interactive imagery-based web platform, for the study of rocks, minerals, and fossils under the microscope. We disseminated a prototype which allowed users to view rock samples through a "virtual" microscope and gathered feedback from staff and students. Results were overwhelmingly positive and imply real interest in this style of resource. Such resources could help to enhance accessibility and inclusivity and could complement existing teaching.
Steven L. Rogers, Adam J. Jeffery, Jamie K. Pringle, Antonia C. Law, Alexandre Nobajas, Katie Szkornik, Angela C. Turner, Adam Moolna, and Luke Hobson
Geosci. Commun. Discuss., https://doi.org/10.5194/gc-2021-32, https://doi.org/10.5194/gc-2021-32, 2021
Manuscript not accepted for further review
Short summary
Short summary
Our pedagogic framework suggests that using living labs for educational purposes can provide environments where authentic activities and assessment can be readily provided, create an environment where students become stakeholders in adjunct processes, help educators work toward inclusive and authentic alternatives to residential fieldwork (where needed), and provide alternative fieldwork (and other activities) locations to help rationalise curricula financial and environmental footprints.
Adam J. Jeffery, Steven L. Rogers, Kelly L. A. Jeffery, and Luke Hobson
Geosci. Commun., 4, 95–110, https://doi.org/10.5194/gc-4-95-2021, https://doi.org/10.5194/gc-4-95-2021, 2021
Short summary
Short summary
We investigate the potential use of Thinglink, an interactive imagery-based web platform, for the study of rocks, minerals, and fossils under the microscope. We disseminated a prototype which allowed users to view rock samples through a "virtual" microscope and gathered feedback from staff and students. Results were overwhelmingly positive and imply real interest in this style of resource. Such resources could help to enhance accessibility and inclusivity and could complement existing teaching.
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Short summary
Geology is not apolitical. Here, we explore what decolonising the curriculum means, both in a wider sense and specifically for the discipline of geology. We outline some of the colonial past of the discipline and also point to its colonial present in the hope that we can do better in the future. We explain some of the discipline-specific jargon, theory, and practice associated with decolonising. Some suggestions are included to help geology teams begin their decolonising the curriculum journey.
Geology is not apolitical. Here, we explore what decolonising the curriculum means, both in a...
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