The Resilience of Settler Colonialism in Higher Education: A Case Study of a Western Sustainability Department

Autor/inn/en	Bills, Haven; Klinsky, Sonja
Titel	The Resilience of Settler Colonialism in Higher Education: A Case Study of a Western Sustainability Department
Quelle	In: Teaching in Higher Education, 28 (2023) 5, S.969-986 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2023.2197111
Schlagwörter	Resilience (Psychology); Colonialism; Higher Education; Sustainability; Environmental Education; American Indians; Barriers; College Faculty; Teaching Experience; Educational Background; Resistance to Change; Arizona + Suchen Sie Ihr Suchwort? Kolonialismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; American Indian; Indianer; Fakultät; Vorbildung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01