USING THE PARKS TO INTEGRATE DIVERSITY, EQUITY, AND INCLUSION IN GEOSCIENCE CLASSROOMS

In teaching Earth systems topics, the social system cannot be overlooked. “Today, however, we have to realize that a true ecological approach always becomes a social approach; it must integrate questions of justice in debates on the environment, so as to hear both the cry of the earth and the cry of the poor.” – Laudato Si, Pope Frances

Diversity, equity, and inclusion (DEI) are not traditionally topics of focus in geoscience or other physical science classrooms. It is not always straightforward to incorporate social justice issues in these settings. Organizations such as the National Park Service, Outdoor Afro, and Latino Outdoors are advocating for more outdoor diversity much like the geoscience community is advocating for the participation of underrepresented minorities. Difficulty in recruiting students in the geoscience fields may in part be due to some of the same issues that these outdoor organizations are trying to rectify.

In this paper I will discuss attempts to integrate diversity, equity, and inclusion into an upper division geology course using the regional, state, and national parks as a classroom. This course incorporates both the topic of increasing diversity in the geoscience fields and the outdoors into lessons and discussions. As emerging naturalists, students will learn about both the physical process that have shaped the parks and the environmental issues that both created a need to preserve the parks and that affect the parks today, having the opportunity to visit and camp at several parks throughout the semester. Both in the parks and in the classroom we will explore environmental issues that effect the parks, such as restoration, natural hazards, and land management and use. Many of these issues have social and cultural implications and we will therefore dive into issues of race, gender, and accessibility. Students will be asked to keep a field journal to record observations, sketches, and reflections of how they integrate DEI in their understanding of the parks. With students’ permission I will share their valuable insights as this next generation of students looks forward to eliminating barriers and broadening inclusion in understanding and appreciation geologic processes.