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Land Acknowledgement
Land Acknowledgement
We would like to take a moment to acknowledge the fact that we both reside and work on the unceded and ancestral territory of the Coast Salish peoples, including the Musqueam, Squamish, and Tsleil-Waututh Nations. We must confront and address the historical injustices and wrongdoings to this land, which have been exacerbated by environmental racism, climate change, and urban transformation.
The term “unceded” is of utmost significance as it highlights the dispossession of this land and its inherent rights, reminding us of the enduring impacts of colonization. This acknowledgement urges us to reflect on our place and privilege within this context and our responsibility to engage meaningfully with the history and experiences of Indigenous communities.
As we undertake the creation of this digital learning resource, we are committed to ongoing self-education about Indigenous ways of knowing, learning, doing, and being. Our goal is to actively decolonize the curriculum and our practices, recognizing the need for a paradigm shift that respects and integrates Indigenous perspectives and knowledge.
We acknowledge that environmental racism has unjustly burdened Indigenous communities, and that climate change has disproportionately affected those who contributed the least to its causes. As we move forward, we commit ourselves to listening, learning, and collaborating with Indigenous voices to promote environmental justice and sustainable practices.
With humility and determination, we strive to create an inclusive, equitable, and respectful learning environment through the design of thoughtful and decolonized learning resources that honours the rights, history, and aspirations of the original stewards of this land. We seek to be accountable for our actions and to support initiatives that redress the harms of the past and foster a more equitable environment.
Introduction Part 1 (1).mp4Introduction Part 1 (2).mp4INTRODUCTION
The design of this website first started as a project for a course in the Master of Educational Technology program at the University of British Columbia, ETEC 531: Curriculum Issues in Cultural and New Media Studies in response to inherent and obvious issues in existing K-12 and higher education curriculums in Environmental Studies, Environmental Sciences, Social Sciences, and ADST. Missing voices, lack of resources addressing environmental racism, and lack of cultural responsiveness, sensitivity, appropriateness, and education led to the design of this website.
This website and the corresponding projects initiated in response to the need to do more, aim to debunk existing systemic issues and unmask the ties between environmental racism, urban transformation, and climate change through educational digital resources tailored for K-12 and higher education classrooms.
As cities become epicentres of growth and opportunity, the dark reality of environmental racism lurks beneath the glittering façade of urban transformation. This pressing issue intertwines with social injustice with urban development, perpetuating inequality that disproportionality affects marginalized communities.
Through empirically based research, educational materials, and instructional guides, this inclusive website seeks to address the historical roots of environmental racism in urban areas. Additionally, we shed light on key topics such as the concentration of environmental hazards, gentrification and displacement, lack of community participation, inequitable access to green spaces, climate change vulnerability, and the impacts of cultural heritage. The main focus provides access to educators on ways to effectively embed the topics listed here including a deep dive into environmental racism to ensure that those who access this site have a better understanding of these issues in order to make transformative change. As Senator Murray Sinclair of the Truth and Reconciliation Council indicates, it is going to take 7 to 8 generations before we see any form of equity between non-Indigenous people and Indigenous people, and it is through education that this will be achieved. We strive through the work and resources shared on this site to provide an avenue for the users to become agents of change.
Our Purpose: Jamming the Curriculum
Our Purpose: Jamming the Curriculum
(Click here to learn more)
What is curriculum jamming?
Curriculum jamming refers to the act of redesigning or reframing an area of a curriculum in a manner that focuses a critical lens on the content (ETEC 531 course notes, 2023). This is done by engaging students in activities and experiences that allow them to reflect on and think critically about what was missing or misrepresented due to the way information was originally presented.
What is being jammed in this resource and why?
In our initial search of existing information and resources on environmental racism, we found that there is a lack of material aimed at elementary school (K-7) students, with still too few resources addressing environmental racism in the first few years of high school, as well. Any materials that do exist are mainly focused on the concepts of climate change, environmental citizenship, or social responsibility in general (without mention of environmental racism or justice). A massive amount of research and discussion has been generated around the topic of environmental racism and the practices inherent to it, as well as resources that center specifically on Canadian practices in general. The fact that more resources are not integrated into the K-12 classroom in B.C. is a lapse in educational integrity that we hope to help remedy by creating this open-access resource.
The focus of this resource is environmental racism as related to urban development and climate change. Our aim is to jam the existing B.C. curriculum for K-12 education (and beyond), focusing on environmental and social science curriculums and the existence of environmental racism in Canada. This website contains information and teaching guides on environmental racism, climate change, urban transformation, and the future potential of communities in B.C. We hope this material will help educators in B.C. feel prepared to share these important topics with their students. On this website, you will find adaptable lesson plans for students to engage with as they learn the truth and seek reconciliation with a history of racism and oppression in our country, and plan for a future in which sustainable development and environmental justice are a reality for all.
Through this jamming of the curriculum, we hope that teachers and students alike will have the opportunity to reframe their thinking in order to discover the truth of environmental racism in Canada and B.C., with the aim of moving forward together to create a more inclusive, equitable, and culturally and environmentally sustaining society.
What is Environmental Racism?
What is Environmental Racism?
The following inspired the design
The following inspired the design
of this resource:
of this resource:
The EDIDA Framework
The EDIDA Framework
Through the design of this digital learning resource, we embark on this journey to address critical issues surrounding environmental racism, climate change, and urban transformations and want to emphasize our commitment to creating an inclusive and just learning experience for all users. In designing this resource, we have the time to reflect on each aspect of Equity, Diversity, Inclusion, Decolonization, and Anti-racism (EDIDA) frameworks, ensuring that these serve as a foundation for accountability and transformative actions.
EDIDA frameworks guide us in recognizing and rectifying past wrongdoings while modelling a path toward a more equitable and just environment. It compels us to approach these issues with sensitivity and cultural responsibility, recognizing the interconnectedness of environmental challenges and social justice. Throughout the creation of this resource, we have worked closely with Indigenous knowledge keepers, elders, and other marginalized groups who have been disproportionately affected by environmental racism. Their insights and perspectives have been invaluable in shaping the content and approach of our materials.
We encourage you to take a moment to view the presentation below, which provides a comprehensive understanding of the components of the frameworks, Equity, Diversity, Inclusion, Decolonization, and Anti-racism and its relevance to our work. This will lay the groundwork for your exploration of the additional resources and frameworks that support our collective efforts toward positive change.
By employing the EDIDA frameworks, we aim to bring awareness to these pressing issues and foster much-needed change. We hope this learning resource serves as a catalyst for meaningful action and sustainable implementation.
Additional EDIDA Resources:
c) American Psychology Association- Equity, Diversity, Inclusion (EDI framework)
d) Equity, Inclusion, and Anti-Racism
e) Foundations of Indigenous Worldview
f) Wheel of Power and Privilege- Canadian Government
g) Anti-Oppression Power and Privilege Wheel- Canadian Council for Refugees
Universal Design for Learning
Universal Design for Learning
Although Universal Design for Learning is not supported by academic research, it is widely accepted and applied in the educational profession. The overarching focus on engaging all students in learning, reaching all students through multiple means of representation, and providing students with many opportunities to act & express their understanding, are recognized as pedagogically sound. As such, this resource was inspired by UDL as we aspired to engage learners, represent concepts in many ways, and provide multiple means of expression in order to support students in becoming motivated, knowledgeable, strategic learners.
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