From Racialized Neocolonial Global Conservation to an Inclusive and Regenerative Conservation

Kashwan, Prakash; Duffy, Rosaleen; Massé, Francis; Asiyanbi, Adeniyi; Marijnen, Esther

doi:10.1080/00139157.2021.1924574

Cited by 55 publications

(48 citation statements)

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“…Conveying the importance of such contemporary struggles to students is not the only thing at stake in such efforts. Since global conservation institutions and projects are marked by the ways that racism and colonialism "are etched in the dominant philosophy, models, and institutional apparatus" (Kashwan et al 2021), educators have a crucial opportunity to scrutinize the ways in which environmentalism itself is implicated in legacies of forced labor, displacement, dispossession, and disenfranchisement. Through unveiling such structures of anti-Black and colonizing violence, students and scholars alike continue the work of dismantling them (Baldwin 2017; Wright 2021).…”

Section: What Is Anti-racist and Decolonized Environmental Education?mentioning

confidence: 99%

“…White scholars have tended to mis-represent Indigenous approaches to environmentalism in what ultimately become historically inaccurate and tokenizing narrations of Indigenous history (Kashwan et al 2021). One important illustration of this is Chief Seattle's supposed words about the "web of life" and how "all beings share the same breath."…”

Section: Correcting the Recordmentioning

confidence: 99%

“…First, its aggrandized historical placement seems to wrongly suggest Indigenous and non-Indigenous people experience similar social positions. It also works to tokenize Indigenous people while regulating and controlling narratives about them (Kashwan et al 2021). Last, it distances the very environmentalists that purport to hold scientific accuracy as a value from gaining a more nuanced and fact-based understanding of Indigenous history and culture (Abruzzi 2000).…”

Section: Correcting the Recordmentioning

confidence: 99%

“…In so doing, the concerns of Black Americans tend to be sidelined to a historical origin point in the mid-1980s, whereas their ties to land, to earth care, and their disproportionate suffering under slavery in fact took place centuries earlier. Native American experiences of colonization and displacement, moreover, become relegated to footnotes within a triumphalist narrative of parks conservation led by white men, ignoring the problems of settler colonialism that drove the imperative for such parks in the first place (Kashwan 2020;Kashwan et al 2021). Environmental justice courses-and the field of environmental justice in its own right-are centrally important to environmental studies curricula.…”

Section: Correcting the Recordmentioning

confidence: 99%

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Dismantling white supremacy in environmental studies and sciences: an argument for anti-racist and decolonizing pedagogies

Bratman

DeLince

2022

J Environ Stud Sci

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Many academic disciplines are presently striving to reveal and dismantle structures of domination by working to reform and reimagine their curricula, and the ethics and values that underpin classroom settings. This trend is impelled by momentum from the Black Lives Matter movement in tandem with a worldwide call from Indigenous scholars and their allies for more equality in research and epistemological plurality. We contribute to such efforts through applying perspective and analysis concerning anti-racist and decolonized approaches to teaching environmental studies and sciences (ESS). This article discusses the opportunities and challenges of embracing a decolonized and anti-racist approach with an emphasis on courses in higher education in North America. We conclude with guidance for educators about strategies for incorporating such approaches.

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Section: What Is Anti-racist and Decolonized Environmental Education?mentioning

confidence: 99%

Section: Correcting the Recordmentioning

confidence: 99%

Section: Correcting the Recordmentioning

confidence: 99%

Section: Correcting the Recordmentioning

confidence: 99%

See 2 more Smart Citations

Dismantling white supremacy in environmental studies and sciences: an argument for anti-racist and decolonizing pedagogies

Bratman

DeLince

2022

J Environ Stud Sci

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“…Many dominant conservation tools, such as protected areas and quotas for sustainable use, are rooted in colonial strategies for optimizing resource extraction and recreational opportunities on colonized land [11,12]. These practices came at great cost to local people, including through forced removal, abuse, loss of livelihoods, cultural assimilation, human rights abuses and death [13][14][15]. For example, Native American people were killed or forcibly removed from their ancestral lands to create national parks that appealed to settler colonists' wilderness ideals [13,16].…”

Section: Conservation Practice's Deep-seated Racist Historymentioning

confidence: 99%

Overcoming racism in the twin spheres of conservation science and practice

et al. 2021

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It is time to acknowledge and overcome conservation's deep-seated systemic racism, which has historically marginalized Black, Indigenous and people of colour (BIPOC) communities and continues to do so. We describe how the mutually reinforcing ‘twin spheres’ of conservation science and conservation practice perpetuate this systemic racism. We trace how institutional structures in conservation science (e.g. degree programmes, support and advancement opportunities, course syllabuses) can systematically produce conservation graduates with partial and problematic conceptions of conservation's history and contemporary purposes. Many of these graduates go on to work in conservation practice, reproducing conservation's colonial history by contributing to programmes based on outmoded conservation models that disproportionately harm rural BIPOC communities and further restrict access and inclusion for BIPOC conservationists. We provide practical, actionable proposals for breaking vicious cycles of racism in the system of conservation we have with virtuous cycles of inclusion, equality, equity and participation in the system of conservation we want.

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Primate conservation: A public issue?

Cosby,

Andriatsitohaina,

Archie

et al. 2024

American J Primatol

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Nonhuman primates (primates) are one of the most endangered mammalian taxa in the world. In the Global North, primates are considered exotic species and, as such, humans' impact on primate conservation and responsibility to protect primates is often ignored. This view differs from the spectrum of relations and attitudes of humans that live in connection to primates, which can include viewing these animals as culturally/religiously significant, cohabitors of forests, nuisances, or sources of protein. While conservationists argue that primates deserve our protection, the conservation crisis facing primates is rarely framed as a public issue, in contrast to other global crises, such as climate change. However, over half of the world's human population lives within 100 km of primate habitat. Thus, humans and primates share the same environments. We suggest leveraging a holistic approach, such as One Health, that considers the interconnectedness of primates, humans, and their shared environments, through the lens of public anthropology. By approaching primate conservation as an intersectional issue that affects and is affected by humans, researchers and conservationists can identify strategies that simultaneously protect primates and address global inequities that frequently affect people in primate range countries. Reflexive research practices further allow academics to consider the broader impact of their ecological research through means such as publicly accessible dissemination of results, equitable capacity‐building of high‐quality personnel in primate range countries, and social activism. The use of inter‐, multi‐, and transdisciplinary concepts and methodology can address the intersectional challenges associated with implementing ethical and sustainable primate conservation measures.

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From Racialized Neocolonial Global Conservation to an Inclusive and Regenerative Conservation

Cited by 55 publications

References 0 publications

Dismantling white supremacy in environmental studies and sciences: an argument for anti-racist and decolonizing pedagogies

Dismantling white supremacy in environmental studies and sciences: an argument for anti-racist and decolonizing pedagogies

Overcoming racism in the twin spheres of conservation science and practice

Primate conservation: A public issue?

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