An approach that continues to centre western-trained scientists in understanding the world restricts research and limits ecology\u2019s ability to address environmental crises, because it fails to recognise a diversity of people, knowledge systems and solutions.<\/p>\n
From climate and environmental justice to conservation movements and global environmental assessments, including a diversity of worldviews on human\u2013environment relations is necessary for a just transition to a more sustainable world.<\/p>\n
Visualising colonialism<\/h2>\n
In our paper we used the graphic reproduced below to show an example of how the growth of western scientific knowledge is rooted in colonialism. This example is about naming birds, but similar graphs could be made for a host of plant, animal and even urban entities. We show the number of bird species named after European surnames, and how there are more and more of these the further one gets from Europe itself.<\/p>\n
European \u201cexplorers\u201d left their mark not only on the environment, but also in knowledge systems. What the birds were called \u201cbefore\u201d or by the people living with them was simply not considered. We also pointed out that the way maps have been drawn, with north \u201cup\u201d, puts emphasis on Europe and North America. This is a choice of power rather than necessity. It can change.<\/p>\n We\u2019ve outlined five ways to help change and decolonise ecology. These are: decolonising minds; understanding histories; improving access to knowledge; recognising expertise; and working in inclusive teams.<\/p>\n Decolonising minds:<\/strong> We argue that the minds of researchers, students, academics and activists must be \u201cdecolonised\u201d to be open to forms of understanding that do not stem only from western scientific practices. This requires recognising how language, biography, social networks and exposure give individuals particular understandings of what counts as \u201cknowledge\u201d. These understandings are often as limiting (for example, by being restricted to English<\/a>) as they are enabling<\/a>. Opening one\u2019s mind to different frameworks of knowledge is a critical first step.<\/p>\n Understanding histories:<\/strong> The second step is to understand the histories of the places, people, environment and knowledge systems that shape a given field. Each place is particular, and understanding what has happened, between whom, and how, is critical when finding lasting solutions to current challenges. In an era where the humanities are largely underfunded<\/a>, everyone should defend the need for deep historical knowledge so that we do not repeat mistakes of the past. History itself must show how indispensable<\/a> it is to every field.<\/p>\n Access to knowledge:<\/strong> This means a commitment to equitable access to knowledge infrastructure such as journals, servers and conferences. It includes attention to exclusionary visa regimes, open access, and sharing.<\/p>\n Recognising expertise:<\/strong> The western academy has made experts<\/a> in its own image: largely white, largely male, largely based in the global North. These individuals have proclaimed their expertise and the planet has had little choice but to agree with them, whether or not they understand the realities of other places. We suggest that the idea of expertise needs to be vastly expanded. Today\u2019s \u201cexperts\u201d might not have as much power and influence tomorrow. If the systems were working, we wouldn\u2019t need to change them. Yet we see widening inequality, social polarisation and environmental destruction all around us. <\/p>\n Inclusive teams:<\/strong> Finally we argue for the practice of ecology in inclusive teams \u2013 and diversity in almost any field and process. Mutual translation and co-production at every step of the research process is critical. Biases must be deconstructed constantly. And it helps to recognise how complicated (or \u201cintersectional\u201d) the process is. Inclusive teams need to go beyond surface-level diversity<\/a> to include individuals with different training, networks and neurological functioning. <\/p>\n We think our five shifts to transform ecology could be helpful to anyone working in university, policy or even corporate environments, and that the insights apply beyond ecology<\/a>. It\u2019s easy to criticise systems \u2013 and we must \u2013 but we also need to come up with practical ways to improve them.<\/p>\n![\"map](\"http:\/\/www.myza.co.za\/press\/wp-content\/uploads\/2021\/07\/five-shifts-to-decolonise-ecological-science-or-any-field-of-knowledge.jpg\")
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