Holding up a mirror: researching symmetrically to explore exclusion, othering and whiteness in local environmental governance

MacGregor, Sherilyn; Ali, Nafhesa; Katz-Gerro, Tally; Walker, Catherine; Ahmad, Zarina

doi:10.1080/13549839.2023.2297684

Cited by 5 publications

(2 citation statements)

References 22 publications

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“…It is our contention that consideration of connectivity is insufficient to explore why aspects of the two projects worked productively with one of the community groups. In this context, intentionality emerged as another key dimension through our duoethnographic reflections, exploring issues of disadvantage, privilege purpose and power dynamics (see also MacGregor et al, 2024).…”

Section: Intentionalitymentioning

confidence: 99%

“…We argue that our use of duoethnography in this paper illustrates what Tanden (2023) describes as 'action-oriented learning' through engagement, represented through forms of un-learning, re-learning and in combining ways of knowing to deliver positive change. The process of self-and collective reflection has helped us to understand the potential for greater 'symmetry' in how we conduct engaged research in more equitable ways (MacGregor et al, 2024). We argue that, if we are to operationalise epistemic justice through engaged research (Holliman et al, 2022), contributors should reconsider every aspect of the way 'they' plan and conduct research, with a particular focus on 'they'; the People (Figure 1) who are included/excluded throughout the whole process.…”

Section: Sharing Learning From Our Meaning Makingmentioning

confidence: 99%

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Co-constructing ‘third spaces’ for engagement between minoritized community groups and environmental scientists

Holliman,

Ludhra,

Warren

et al. 2024

Preprint

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The demographics of environmental and Earth scientists are not representative of the UK’s multicultural society. We sought to widen diversity through two related engaged research projects, 'Walking the Walk' and 'Landscape Stories'. This paper offers a critically reflexive account, based on the methodology of duoethnography, of how we co-constructed a ‘third space’ for these projects. We sought to create the conditions for inclusive leadership informed by connectedness, respect, humility and intentionality. We argue that for environmental and Earth science research to be more equitable and inclusive, members of project teams should be engaged and more representative of wider society. Following this, the work to create third spaces requires: respect for diversity and different forms of expertise, knowledge starting points, power dynamics and esteem; a willingness to make connections across disciplines and sub-cultures, actively listening and learning from different (knowledge) cultures; and a commitment to be respectful of hidden and manifest difference, exploring objectives and gaps in knowledge in more holistic ways.

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Section: Intentionalitymentioning

confidence: 99%

Section: Sharing Learning From Our Meaning Makingmentioning

confidence: 99%

Co-constructing ‘third spaces’ for engagement between minoritized community groups and environmental scientists

Holliman,

Ludhra,

Warren

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

Reimagining the language of engagement in a post-stakeholder world

Reed,

Merkle,

Cook

et al. 2024

Sustain Sci

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Language matters in shaping perceptions and guiding behaviour. The term stakeholder is widely used, yet little attention is paid to the possibility that its use may inadvertently perpetuate colonial narratives and reinforce systemic inequities. In this article, we critically examine the limitations of the stakeholder concept and its ambiguity, normativity, and exclusionary implications. We emphasise the importance of using language that gives a voice to marginalised groups, promotes inclusion and equity, and fosters meaningful and reflexive participation in decision-making processes. In critiquing the use of the term and calling for alternative practices, we aim to contribute to the decolonisation of research norms and the creation of more inclusive and equitable societies. Therefore, rather than advocating a single alternative term, we suggest a focus on the people, places, and species affected by decisions, interventions, projects, and issues.

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What role for geography in justice-focused climate change education?

Walker

2024

Geography

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Holding up a mirror: researching symmetrically to explore exclusion, othering and whiteness in local environmental governance

Cited by 5 publications

References 22 publications

Co-constructing ‘third spaces’ for engagement between minoritized community groups and environmental scientists

Co-constructing ‘third spaces’ for engagement between minoritized community groups and environmental scientists

Reimagining the language of engagement in a post-stakeholder world

What role for geography in justice-focused climate change education?

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