Decolonising UK Earth Science pedagogy - from the hidden histories of our geological institutions to inclusive curricula

西方地球科学(即地质学和地学)话语的主导地位继续(重新)侵占“其他土著”人口的贡献。在18世纪末，岩石、矿物和矿石被认为是自然历史广阔领域的一部分。地质学作为一项独立的学术活动的地位仍然不发达，但在欧洲精英阶层中成为一种时尚的科学追求。地质学作为一门学术学科被殖民国家作为一门专门的科学分支出现，是一门独特的科学和剥削性学科。这门学科的基础，以及在此期间出现的机构，受益于资源提取和知识提取，并使之永恒不变，是帝国扩张的必要工具。多年来地质学的历史功利性身份仍然存在，并加强了对该学科的持续偏见。地质学的叙述仍然是一门提取的科学--矿产资源、稀有化石样本、数据和知识。这一点在其所有报告中对实践、生产和利润的优先排序中得到了充分的证明。虽然详述了开采过程，记录了产品的质量，并描述了寻找新矿藏和其他地质现象(例如化石)，但话语中仍然没有提到无名的、更重要的是无名的个人的贡献，他们是这一帝国企业的关键对话者和探索者。看一看促进地质教育的文件和报告，就会加强这种对当地或土著参与者的参与及其知识的粉饰。这种形式至今仍在继续。今天，地球科学的殖民遗产并不为该学科的许多实践者所知或理解--没有地质学，我们就不能研究殖民主义，没有殖民主义，我们就不能研究地质学。这种隐藏的历史对大学课程的影响增加了人们对地球科学作为一门白人、西方主导学科的看法(和现实)，并加剧了经常被认为是该学科持续缺乏多样性的敌对环境。因此，解决这两个关键问题对于改善进入和保留在地球科学教育、研究和工作中的人的多样性至关重要。该项目旨在通过以下方式努力解决这些问题：(1)合作探索地球科学基础机构所基于的未被承认的知识，以及这种遗产如何在我们的学科中造成当今的不平等；(2)通过采取非殖民化的地球科学教学和课程方法，开始消除这种不平等。我们与英国地质调查局、伦敦地质学会、皇家地理学会-IBG合作，并包括英国多样性地球科学和地球科学布莱克的代表，以共同创造知识和资源，以推动整个行业的变革。我们的跨学科团队包括来自历史、地质学、地理学、教育学和历史地理学的专业知识。我们是一个性别多样化的团队，集中了两名来自历史上被排除在外的群体的早期职业研究人员，他们具有跨部门身份。该项目将对这些ECR进行新技能培训，并支持他们的职业发展。

The dominance of western Earth Sciences (i.e. geology and geosciences) discourses continues to (re)appropriate the contributions of the 'Other-indigenous' populations. At the end of the 18th century rocks, minerals and ores were considered part of the broad domain of natural history. Geology's status as a discrete academic activity remained underdeveloped but became fashionable as a scientific pursuit amongst European elite classes. Geology as an academic discipline emerged as a specialised branch of science by the colonial state, as a distinct scientific and exploitative discipline. The foundations of the discipline, and the institutions that arose during this time, benefitted from and perpetuated resource extraction, knowledge extraction and was an essential tool for Imperial expansion.The historical utilitarian identity of geology over the years remains and reinforces an ongoing bias for the subject. The narrative of geology is one that is still a science for extraction - of mineral resources, of rare fossil specimens, of data and knowledge. This is amply demonstrated in the prioritisation of practice, production, and profit across all its reports. While detailing extraction processes, documenting quality of products, and describing the search for new deposits, and other geological phenomena (e.g. fossils) what remains absent from the discourse is the contribution of nameless and more importantly faceless individuals who were the key interlocutors and explorers in this Imperial enterprise. A look at the documents and reports to promote geological education reinforces this airbrushing of engagement of local or indigenous participants and their knowledge.This form continues even today. The colonial legacy of Earth Science is not known or understood by many practitioners of the discipline today - that we cannot study colonialism without geology, nor geology without colonialism. The influence of this hidden history on university curricula adds to the perception (and reality) of Earth Science as a white, western dominated subject and enhances the hostile environment often cited for the continuing lack of diversity in the discipline. Thus, tackling these two key issues are essential for improving the diversity of those entering and being retained within Earth Science education, research and work. This project aims to work towards resolving these issues by (1) collaboratively exploring the unrecognised knowledge upon which the foundational institutions of Earth Science is built and how this legacy creates modern day inequity in our discipline and (2) to begin dismantling this inequity by taking a decolonising Earth Science pedagogy and curriculum approach. We partner with the British Geological Survey, the Geological Society of London, the Royal Geographical Society - IBG, and include representatives from Diversity in Geoscience-UK and Black in Geoscience in order to co-create knowledge and resources to drive sector-wide change. Our interdisciplinary team comprises expertise from history, geology, geography, pedagogy and historical geography. We are a team that also is gender diverse and centres two early career researchers from historically excluded groups, who have intersectional identities. The project will train these ECR in new skills and support their career development.