1.3.2.1 Cultural Competence in Ecology- An example
A recently published case study (Miriti, 2019) reviewed literature on
the role of nature in ecology and environmental sciences with a focus on
delineating any cultural biases. This work provides a compelling
discussion on how the lack of diversity in these fields impacts
discipline priorities. Miriti posits that because there is a low
percentage of students and faculty from minoritized populations in
ecology and environmental sciences, commonly held views on nature have
been mostly dictated by those in majority groups (typically white,
middle- or upper- class males) which has led to exclusion of other
voices. This Anglo-Eurocentristic view has created biases in how
underrepresented groups are perceived to value nature. One common
misconception, for example, is that those from minority groups do not
value the environment. However, the real issue lies with the
Anglo-Eurocentristic view or definition of what valuing the environment
is or should look like (i.e. visiting a national park); those who have
diverse experiences that lie outside of this definition can be
mischaracterized. In essence, this further marginalizes those who are
already underrepresented in the ecology and environmental sciences and
can decrease retention. Miriti suggests that by incorporating cultural
competence and active learning techniques, educators and practitioners
in the field can increase inclusivity allowing diverse voices to be
heard.