Articles | Volume 5, issue 3
Geosci. Commun., 5, 275–280, 2022
https://doi.org/10.5194/gc-5-275-2022

Special issue: GC Insights

Geosci. Commun., 5, 275–280, 2022
https://doi.org/10.5194/gc-5-275-2022
GC Insights
 | Highlight paper
20 Sep 2022
GC Insights  | Highlight paper | 20 Sep 2022

GC Insights: Diversifying the geosciences in higher education: a manifesto for change

Caitlyn A. Hall et al.

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Interactive discussion

Status: closed

Comment types: AC – author | RC – referee | CC – community | EC – editor | CEC – chief editor | : Report abuse
  • CC1: 'Comment on egusphere-2022-116', Andreas Braun, 21 Apr 2022
    • CC2: 'Reply on CC1', Andreas Braun, 21 Apr 2022
      • AC3: 'Reply on CC2', Caitlyn Hall, 14 Jul 2022
    • AC2: 'Reply on CC1', Caitlyn Hall, 14 Jul 2022
  • CC3: 'Comment on egusphere-2022-116', Steve Lockett, 25 Apr 2022
    • AC4: 'Reply on CC3', Caitlyn Hall, 14 Jul 2022
  • RC1: 'Comment on egusphere-2022-116', Anonymous Referee #1, 26 May 2022
    • AC1: 'Reply on RC1', Caitlyn Hall, 14 Jul 2022
  • RC2: 'Comment on egusphere-2022-116', Rebecca Williams, 27 May 2022
    • AC5: 'Reply on RC2', Caitlyn Hall, 14 Jul 2022

Peer review completion

AR: Author's response | RR: Referee report | ED: Editor decision
ED: Publish subject to minor revisions (further review by editor) (14 Jul 2022) by Iain Stewart
AR by Caitlyn Hall on behalf of the Authors (26 Jul 2022)  Author's response    Author's tracked changes    Manuscript
ED: Publish subject to minor revisions (further review by editor) (15 Aug 2022) by Iain Stewart
AR by Caitlyn Hall on behalf of the Authors (15 Aug 2022)  Author's response    Author's tracked changes    Manuscript
ED: Publish as is (17 Aug 2022) by Iain Stewart
ED: Publish as is (29 Aug 2022) by Kirsten v. Elverfeldt(Executive Editor)
Special issue
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Executive editor
The paper is a guideline especially for educators that highlights the potential of a transformation towards diversified knowledge systems in curricula.
Short summary
In this manifesto, we offer six points of reflection that higher education geoscience educators can act upon to recognise and unlearn their biases and diversify the geosciences in higher education, complementing current calls for institutional and organisational change. This serves as a starting point to gather momentum to establish community-built opportunities for implementing and strengthening diversity, equity, inclusion, and justice holistically in geoscience education.
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