Next steps in dismantling discrimination: Lessons from ecology and conservation science

Abstract

Ecology, conservation, and other scientific disciplines have histories built on the oppression of marginalized groups of people. Modern day discrimination continues in these fields and there is renewed interest in dismantling these system of oppression. In this paper, we offer some examples of historical events which have shaped the field and argue that reckoning with colonial histories is part of the process to dismantle discrimination and achieve equity and inclusion. We discuss ways forward including incorporating different knowledge systems and reflecting on one's own biases and privilege. To truly achieve fields of science which are just, diverse, and equitable will be one of our greatest challenges, but one that is necessary to protect our environment, an endeavor which cannot be detangled from societal injustices.

Re-conceptualizing the role(s) of science in biodiversity conservation

“…Effective co-production explicitly acknowledges the role of power and its effects on engagement processes and outcomes and seeks a more equitable role for science and scientists alongside other actors and knowledge systems (Benham & Daniell 2016, Norström et al 2020, Rose et al 2020). Conservation science has been complicit in historical and ongoing discrimination against marginalized peoples, and calls for recognition and correction of inequities and injustice are growing in prominence (Mammides et al 2016, Salomon et al 2018, Chaudhury & Colla 2020). Actively creating space for the consideration of diverse voices, values and approaches, even when critical or in conflict, can only serve to strengthen conservation (Green et al 2015, Gould et al 2018, Latulippe & Klenk 2020).…”

Culturally diverse expert teams have yet to bring comprehensive linguistic diversity to intergovernmental ecosystem assessments

“…69,70 Some of these solutions are currently tractable but require putting policies in place to ensure widespread implementation, such as funding agency requirements to include multiple sources of evidence or sources in multiple languages 65 ; others will require more directed efforts, in line with broader discussions of decoloniality and plurality, 71 to ensure that inherent systemic inequities prominent in today's scientific culture are eliminated. 72 Promoting diversity in global assessments In an attempt to expand the evidence base and to include knowledge in multiple languages, IPBES has incorporated a number of innovative approaches. 46 These consist of: representative selection processes for chapter teams (e.g., geography, discipline, gender); inclusion of gray literature in addition to scholarly literature published in academic journals; inclusion of Indigenous scholars as assessment experts; organization of ILK dialogues with Indigenous Peoples and Local Communities to include verbally communicated knowledge; development of step-bystep guidelines for how to include gray literature and ILK in assessment chapters; using contributing authors to fill in expertise gaps and broaden the diversity of knowledge sources consulted; and synchronous interpretation during plenaries and ILK dialogues.…”

Human Dimensions: Agroecology for Just and Sustainable Food Systems

“…While the section has occasionally undertaken such efforts in the past (for example, collaborating with the Environmental Justice section to host field trips and other events at ESA meetings), it is important that they become a more regular part of our work. Agriculture, particularly in the United States, can only be fully understood in the context of historical injustices such as slavery and land appropriation (Horst and Marion 2019); environmental conservation is similarly marred by a history of racism, classism, and imperialism (Chaudhury and Colla 2020). Our section seeks to confront this history, redress ongoing harm, and contribute to more just food systems.…”