Articles | Volume 5, issue 3
https://doi.org/10.5194/gc-5-275-2022
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the Creative Commons Attribution 4.0 License.
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https://doi.org/10.5194/gc-5-275-2022
© Author(s) 2022. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
GC Insights
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20 Sep 2022
GC Insights | Highlight paper |
| 20 Sep 2022
| 20 Sep 2022
GC Insights: Diversifying the geosciences in higher education: a manifesto for change
The W.A. Franke Honors College and Biosystems Engineering Department, University of Arizona, Tucson, Arizona, USA
Sam Illingworth
CORRESPONDING AUTHOR
Department of Learning and Teaching Enhancement, Edinburgh Napier
University, Edinburgh, Scotland
Solmaz Mohadjer
Department of Earth and Environmental Sciences, University of Central Asia, Khorugh, Tajikistan
Mathew Koll Roxy
Climate Research Lab, Indian Institute of Tropical Meteorology, Pune, India
Craig Poku
Department of Chemistry, University of York, York, United Kingdom
Frederick Otu-Larbi
Lancaster Environment Centre, Lancaster University, Lancaster, United Kingdom
Darryl Reano
School of Earth and Space Exploration, Arizona State University,
Tempe, Arizona, USA
Mara Freilich
Scripps Institution of Oceanography, University of California San
Diego, San Diego, California, USA
Maria-Luisa Veisaga
Kimberly Green Latin American and Caribbean Center, Florida
International University, Miami, Florida, USA
Miguel Valencia
Department of Earth and Environment, Florida International
University, Miami, Florida, USA
Joey Morales
Miami Northwestern Senior High School, Miami, Florida, USA
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This preprint is open for discussion and under review for Natural Hazards and Earth System Sciences (NHESS).
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Task Processor
Task Meaning. The themes involved in the
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Enjoyable,
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Restricted) and
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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.
The paper is a guideline especially for educators that highlights the potential of a...
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.
In this manifesto, we offer six points of reflection that higher education geoscience educators...
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