TY - JOUR
T1 - The resilience of settler colonialism in higher education
T2 - a case study of a western sustainability department
AU - Bills, Haven
AU - Klinsky, Sonja
N1 - Publisher Copyright:
© 2023 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - University-level sustainability education aims to reduce future harm to people and the planet, however, this goal is challenged by the tight relationships between Western academia and settler colonialism (SC). As a process that is predicated upon Indigenous erasure and harmful land relations, SC is antithetical to sustainability goals. This raises questions about how those responsible for providing education in this space respond to these challenges: are they reinscribing or resisting SC? How are these processes occurring? Through interviews at Arizona State University’s School of Sustainability, we analyse how educators are grappling with reproductions of SC while attempting Justice-Based Environmental Sustainability (JBES) education. We find primary barriers to achieving JBES and challenging SC exist individually (anxiety and discomfort) and systemically (university understandings of land, progress, and power). Using resilience as a frame of analysis points to the importance of interventions designed at the interplay of the individual and the system broadly.
AB - University-level sustainability education aims to reduce future harm to people and the planet, however, this goal is challenged by the tight relationships between Western academia and settler colonialism (SC). As a process that is predicated upon Indigenous erasure and harmful land relations, SC is antithetical to sustainability goals. This raises questions about how those responsible for providing education in this space respond to these challenges: are they reinscribing or resisting SC? How are these processes occurring? Through interviews at Arizona State University’s School of Sustainability, we analyse how educators are grappling with reproductions of SC while attempting Justice-Based Environmental Sustainability (JBES) education. We find primary barriers to achieving JBES and challenging SC exist individually (anxiety and discomfort) and systemically (university understandings of land, progress, and power). Using resilience as a frame of analysis points to the importance of interventions designed at the interplay of the individual and the system broadly.
KW - Resilience
KW - higher education
KW - settler colonialism
KW - sustainability
KW - sustainability education
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U2 - 10.1080/13562517.2023.2197111
DO - 10.1080/13562517.2023.2197111
M3 - Article
AN - SCOPUS:85164461578
SN - 1356-2517
VL - 28
SP - 969
EP - 986
JO - Teaching in Higher Education
JF - Teaching in Higher Education
IS - 5
ER -