It has been well-documented by now that those facing the heaviest impacts of accelerating climate change and environmental catastrophes have largely been communities of color and / or working class. Many of these communities are also survivors of colonialism’s deeper ongoing legacies of dispossession as well as of capitalist extraction projects. Yet these same communities have long had much to teach on how to be in better relations with our planet and each other – in part through a forced “resilience” and in large part through ancestral knowledge of the land. The purpose of this seminar is to train students to think critically about their research, to broaden the scope of what counts as expertise, and to ethically engage with effected communities when it comes to the production of knowledge and doing science.
We begin by examining the colonial foundations of the sciences, with a special focus on the geo- and climate sciences. The ideological underpinnings of these sciences assume the earth to be an inert object ripe for exploitation; this legacy of European modernity is often at odds with the worldviews of indigenous peoples and their relations with nature. We then explore several anti-colonial and critical science scholars’ works and ask: what would it mean to revisit the foundations of modern science with a decolonial lens? How do we know (study) and relate to a place in a non-extractive and mutually respectful way that centers local communities and indigenous knowledge and practices? We will explore these questions through several examples, including an in-depth dive into this seminar’s ongoing collaborative community project with The Black School, a New Orleans based community organization facing lead contamination on their land within the context of a long legacy of environmental racism.
The Seminar will feature lectures (including guest lectures) on Tuesdays and discussion sections for readings and lectures on Thursdays.
Discussion section reading will follow
Confronting Climate Coloniality: Decolonizing Pathways for Climate Justice
, Edited by Farhana Sultana. However, students can collectively decide along with the discussion leader on additional or different readings relatives to their interests and discussions as the semester proceeds.
Students taking the seminar for 3 credits and who aim to decolonize their own research will be trained in ethnographic methods in order to complete their own mini-ethnography projects and presen
Prerequisites: graduate standing. Students register in this course while preparing their M.Phil. examinations and prospectus--usually in the fall and spring of their third year.
Prerequisites: graduate standing. Students register in this course while preparing their M.Phil. examinations and prospectus--usually in the fall and spring of their third year.
Prerequisites: graduate standing. Students register in this course while preparing their M.Phil. examinations and prospectus--usually in the fall and spring of their third year.
This course is intended for PhD students who are engaged in relevant scholarly activities that are associated with dissertation research.
The aim of this seminar is to allow students the opportunity to conceive of a topic, organize and execute its research, and draft an 8000-13,000 word manuscript suitable for publication in a scholarly journal. MA students must have the permission of the instructor to enroll.
A candidate for the doctorate in biomedical engineering or applied biology may be required to register for this course in every term after the students course work has been completed and until the dissertation has been accepted.
The course is intended for PhD students who are engaged in relevant scholarly activities that are not associated with the required course sequence. Such activities must accrue more than 20 hours/week.