Preprints
https://doi.org/10.5194/gc-2021-35
https://doi.org/10.5194/gc-2021-35

  04 Oct 2021

04 Oct 2021

Review status: this preprint is currently under review for the journal GC.

Geology Uprooted! Decolonising the Curriculum for Geologists

Steven L. Rogers1, Natasha Dowey2, Lisa Lau1, Hinna Sheikh3, and Rebecca Williams4 Steven L. Rogers et al.
  • 1The School of Geography, Geology and the Environment. Keele University, UK
  • 2Department of the Natural and Built Environment, Sheffield Hallam University, UK
  • 3Race Equality Officer. Keele University, UK
  • 4Department of Geography, Geology & Environment, University of Hull, UK

Abstract. Geology is colonial. It has a colonial past, and a colonial present. The majority of the knowledge we accept as the modern discipline of geology was founded during the height of the early modern European Empires colonial expansion. Knowledge is not neutral and its creation and use can be damaging to individuals and peoples. The concept of knowledge being colonial or colonised has gathered attention recently, but this concept can be misunderstood or difficult to engage with by individuals who are not familiar or trained to work with the literature on the issue. This paper aims to demystify Decolonising the Curriculum, particularly with respect to geology. We explain what Decolonising the Curriculum is, and outline frameworks and terminology often found in decolonising literature. We discuss how geology is based on colonised knowledge and what effects this may have. We explore how we might decolonise the subject and most importantly, why it matters. Together, through collaborative networks, we need to decolonise geology to ensure our discipline is inclusive, accessible to all and relevant to the grand challenges facing our civilization.

Steven L. Rogers et al.

Status: open (until 29 Nov 2021)

Comment types: AC – author | RC – referee | CC – community | EC – editor | CEC – chief editor | : Report abuse

Steven L. Rogers et al.

Steven L. Rogers et al.

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Short summary
Geology in not apolitical. Here we explore what Decolonising the Curriculum means, both in a wider sense, but specifically for the discipline of geology. We outline some of geologies colnial past, and point to its colonial present, in the hope that we can do better in the future. We explain some of the discipline-specific jargon associated with decol. Some suggestions are included to help geology teams begin their Decolonising the Curriculum journey.
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