The Ethical and Ecological Limits of Sustainability: A Decolonial Approach to Climate Change in Higher Education

Stein, Sharon

doi:10.1017/aee.2019.17

Cited by 58 publications

(34 citation statements)

References 46 publications

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“…This is problematic from a Kaupapa Māori perspective given the integral role these systems play in perpetuating not only climate change [3] but processes of colonization, marginalization and exploitation that drive Indigenous health inequities. Genuine climate solutions must seek to disinvest from institutions and systems that are complicit in fueling the climate crisis, and instead must be grounded in different ways of knowing, doing and being that reflect Indigenous values [84].…”

Section: Discussionmentioning

confidence: 99%

Climate Change Mitigation Policies and Co-Impacts on Indigenous Health: A Scoping Review

Jones

Macmillan

Reid

2020

IJERPH

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Climate change mitigation policies can either facilitate or hinder progress towards health equity, and can have particular implications for Indigenous health. We sought to summarize current knowledge about the potential impacts (co-benefits and co-harms) of climate mitigation policies and interventions on Indigenous health. Using a Kaupapa Māori theoretical positioning, we adapted a validated search strategy to identify studies for this scoping review. Our review included empirical and modeling studies that examined a range of climate change mitigation measures, with health-related outcomes analyzed by ethnicity or socioeconomic status. Data were extracted from published reports and summarized. We identified 36 studies that examined a diverse set of policy instruments, with the majority located in high-income countries. Most studies employed conventional Western research methodologies, and few examined potential impacts of particular relevance to Indigenous peoples. The existing body of knowledge is limited in the extent to which it can provide definitive evidence about co-benefits and co-harms for Indigenous health, with impacts highly dependent on individual policy characteristics and contextual factors. Improving the quality of evidence will require research partnerships with Indigenous communities and study designs that centralize Indigenous knowledges, values, realities and priorities.

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Section: Discussionmentioning

confidence: 99%

Climate Change Mitigation Policies and Co-Impacts on Indigenous Health: A Scoping Review

Jones

Macmillan

Reid

2020

IJERPH

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“…With this, there is a strong argument for the centralization of Indigenous epistemologies with a corresponding critique of Western epistemology for renewed solution-based frameworks of change. It must be emphasized that environmental values are human values and the continued denial of the condition of our joint entanglement in a complex system will ignore the reality that we exist on a finite planet (Stein 2019). As the Harvard psychiatrist John E. Mack ) stated, we need to be given the space to 'tell unpleasant or unwelcome truths about ourselves … to explore our relationship with the Earth and understand how and why we have created institutions that are so destructive to it' (Prescott et al 2018, p. 9).…”

Section: Practice Pointsmentioning

confidence: 99%

Indigenous perspectives on education for sustainable healthcare

et al. 2020

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A range of global environmental changes are contributing to an increasing global burden of disease. Since human health and well-being are intimately associated with the health of our planet, healthcare providers will not only be charged with caring for this expanding disease burden but will also need to become more environmentally sustainable in their professional practice. There is thus an urgent need in the health professions education community to prioritize environmentally sustainable healthcare practice, which must include and prioritize Indigenous voices and Indigenous knowledge systems. Critical global dialogue on the significance of Indigenous knowledge systems in educating health professionals for a sustainable future will be required if we are ready to ensure the generations that follow us are able to live healthy lives. Indigenous ways of 'being' in the world, which emphasize the importance of interconnection and reciprocal stewardship with everything in the natural world, are essential for advancing education for sustainable healthcare and overall well-being. Given the colonial legacy however, Indigenous people, despite their essential knowledge systems and abilities, still face many barriers accessing safe decolonizing spaces and presence in health professions education, which needs to be addressed.

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“…We will consider the arguments of some postcolonial and decolonial scholars, focusing on the work of Mignolo, who established the importance of deeply considering eurocentrism and how the modern colonial matrix of power continues to constrain possibilities for relating ethically within our shared planet. As Stein (2019) notes, there is not a single lineage of decolonial thought being connected through overlapping work in post-colonial, anti-colonial, Indigenous, Black and abolitionist studies and social movements. We will center critiques stressing the importance of ruptures and a deeply different pluralism of approaches that decenter Eurocentric modernism seeing as, simply speaking, more modernity will not solve the issues of how modern development is complicit with systems of exploitation and oppression.…”

Section: Europe Classroomsmentioning

confidence: 99%

Delinking global issues in northern Europe classrooms

Sund

Pashby

2020

The Journal of Environmental Education

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This article builds from scholarship in Environmental Education Research (EER) and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power. We also consider the extent to which recent calls in EER for explicit attention to coloniality connect to discussions about posthuman thinking through a shared critical reading of modernity. We argue that ethical approaches to global issues, and pedagogical processes and practices that would contribute to them, are possible only if we recognize the relations of power that have shaped history and engage with critical modes of inquiry. Furthermore, we argue for the need to engage deeply with and confront historical patterns in concrete pedagogical practices in order to interrupt our own epistemic, political, ethical, and strategic place and categories. Finally, we will draw upon an example from our classroom-based research to consider how our findings relate to what is being called for in the critical scholarship of praxis, as informed by empirical studies. Decoloniality as praxis Our collaborative work takes up a common critique across Environmental Education Research (EER) and critical work in Global Citizenship Education (GCE) regarding reproductions of colonial systems of power. While there is substantive scholarship and theoretical work in this area (

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The Ethical and Ecological Limits of Sustainability: A Decolonial Approach to Climate Change in Higher Education

Cited by 58 publications

References 46 publications

Climate Change Mitigation Policies and Co-Impacts on Indigenous Health: A Scoping Review

Climate Change Mitigation Policies and Co-Impacts on Indigenous Health: A Scoping Review

Indigenous perspectives on education for sustainable healthcare

Delinking global issues in northern Europe classrooms

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