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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Cited articles

Adewumi, B. and Mitton, L.: Diversifying the Social Policy Curriculum: A Collaborative Approach, Science Policy and Society, 21, 54–67, https://doi.org/10.1017/S1474746421000506, 2022. 
ADVANCEGeo: https://serc.carleton.edu/advancegeo/index.html, last access: 25 July 2022. 
Alexiades, A. V., Haeffner, M. A., Reano, D., Janis, M., Black, J., Sonoda, K., Howard, M., Fiander, C., and Buck, M.: Incorporating Traditional Ecological Knowledge within inclusive pedagogy increases retention and success outcomes of STEM students, The Bulletin of the Ecological Society of America, 102, e01924, https://doi.org/10.1002/bes2.1924, 2021. 
Atwater, M., Butler, M., and Russell, M. (Eds.): Multicultural science education: Preparing teachers for equity and social justice, Springer, New York, United States, ISBN-13 978-9400776500, ISBN-10 9400776500, 2014. 
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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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