Confronting Historical Wrongs in Liverpool and Beyond: Creative Responses and Anticolonial Approaches to Environmental Science

与“课程非殖民化”有关的对话在过去十年中获得了越来越大的动力，并继续激增。虽然与这种要求高但必要的努力有关的想法往往是激烈的争议，毫无疑问是不完美的，但英国各地有关“非殖民化”高等教育的讨论是富有成效的，因为它们对代表性不足的群体，教学/研究人员，大学管理人员，甚至政策制定者所面临的一系列持续挑战和结构性不平等投下了至关重要的光。无可否认，殖民主义仍然存在，特别是在环境科学和地理学领域。在这一点上，正如Noxolo（2017）提醒我们的那样，环境研究和地理学的持续欧洲中心主义“在其知识生产过程中对差异和多样性表现出很少的实际当代开放性。“也就是说，课程非殖民化和学科多样化并不等同于简单地比较西方和南方的理论，或者将非西方和/或多数世界学者的读物添加到课程大纲中。物质和结构变革是必要的，非殖民化不应仅仅是一个比喻（Tuck & Yang，2012）。如果一个“非殖民化”议程，认真对待和摔跤的种族，历史和环境的政治将在英国推进，有一个情况下，利物浦是归零地。作为一个拥有英国历史最悠久的黑人社区的城市（Costello，2001），利物浦的历史和现实都为研究殖民主义遗产提供了一个复杂而尖锐的案例。事实上，整个利物浦黑人的经历是不断遭受种族主义和歧视并与之作斗争，同时采取集体的、以社区为基础的战略，在城市内应对殖民主义的遗产（Zack-Williams，1997年）。因此，该项目旨在通过我们如何在日常中进行科学来查明和纠正利物浦大学存在的殖民惯例和欧洲中心价值观，最终目标是使环境科学更加多样化，并接受其他产生知识的方式。为了避免采掘和象征性（殖民）研究（史密斯，2021年），该项目是共同制作的，并由当地利益相关者和社区合作伙伴的偏好指导。合作过程将广泛，重点放在：1）加强大学和社区的关系;和2）生产高质量的开放获取相关的项目合作伙伴和影响社会正义的输出。研究活动将包括动态的，混合的方法，其中包括各种档案和参与性技术，将投在环境科学和利物浦的殖民历史的关键反种族主义光的方法。此外，以社区为基础的讲习班将促进讨论ULIV在社区发展中可以发挥什么作用。在这里，与当地利益相关者和知名专家的访谈将产生关于ULIV SOES如何改善少数民族和第一代学生入学差距的想法，以及SOES在招聘实践中可以做些什么来增加环境科学的多样性。此外，通过对来自少数民族和第一代背景的科学家和艺术家的一系列深入采访，我们将制作一个播客，网站和视觉“环境科学中的反殖民实践”指南。反殖民主义指南的内容将包括一系列信息丰富和可访问的材料，可在SOES和UKRI网站上托管。我们采用的动态方法将使团队能够探索利物浦和环境科学的隐藏历史，同时展示学术知情和社区主导的解决方案，旨在纠正与制度化的种族主义，阶级主义和殖民主义有关的不公正现象。

Conversations related to "decolonising the curriculum" have gained increasing momentum over the past ten years and continue to surge. Whilst ideas related to such a demanding yet necessary endeavour are often hotly contested and unquestionably imperfect, discussions across the UK related to "decolonising" higher education are generative as they cast crucial light upon a host of persistent challenges and structural inequalities faced by underrepresented groups, teaching/research staff, university administrators, and even policy makers. Undeniably, coloniality endures, which is especially the case in the fields of Environmental Science and Geography. On this point, as Noxolo (2017) reminds us, the continued Eurocentrism of Environmental Studies and Geography "displays little practical contemporary openness to difference and diversity in its knowledge production processes." That said, decolonising a curriculum and diversifying a discipline is not the same as simply comparing Western and Southern theories or adding readings from non-Western and/or Majority World scholars into a course syllabus. Material and structural change is necessary and it is imperative that decolonisation not be merely a metaphor (Tuck & Yang, 2012). If a "decolonising" agenda that takes seriously and wrestles with the politics of race, history, and the environment is going to be advanced in the UK, there is a case to be made that Liverpool be ground zero. As a city with the longest established Black community in the UK (Costello, 2001), both Liverpool's history and its present reality provides a complex and poignant case for examining the legacies of colonialism. Indeed, the experience of Black people across Liverpool has been one of continuous exposure to and struggle against racism and discrimination coupled with collective, community-based strategies for confronting legacies of coloniality within the city (Zack-Williams, 1997). Accordingly, this project aims to pinpoint and correct colonial conventions and Eurocentric values that exist at the University of Liverpool through how we conduct science in the day-to-day, with the ultimate goal of making Environmental Science at once more diverse and accepting of other ways of producing knowledge. To avoid extractive and tokenistic (colonial) research (Smith, 2021), this project is co-produced and guided by the preferences of local stakeholders and community partners. Collaborative process will feature extensively with an emphasis placed on: 1) strengthening university and community relations; and 2) producing quality open access outputs that are relevant to project partners and effecting social justice. Research activities will consist of dynamic, mixed methods approaches that include a variety of archival and participatory techniques that will cast critical anti-racist light on both the environmental sciences and Liverpool's colonial history. In addition, community-based workshops will facilitate discussions about what role ULIV can play in community development. Here, interviews with local stakeholders and established experts will generate ideas about how ULIV SOES can ameliorate enrolment gaps in minority ethnic and first-generation students, as well as what SOES can do in hiring practices to increase diversity in the environmental sciences. Additionally, via a series of in-depth interviews with scientists and artists from minority ethnic and first-generation backgrounds, we will produce a podcast, website, and visual 'Anticolonial Practice in Environmental Science' guide. The anticolonial guide content will consist of an array of informative and accessible materials that can be hosted on SOES and UKRI websites. The dynamic methods we employ will allow the team to explore the hidden histories of Liverpool and Environmental Science while showcasing academic-informed and community-led solutions that are aimed at rectifying injustices related to institutionalised racism, classism, and colonialism.