Month: May 2024

Critical Quantitative Theory challenges the traditional division between quantitative and qualitative research methods, aiming to integrate data and statistics more equitably. Created in a 2018 journal article, it encourages researchers, particularly in education, to analyze data through critical frameworks like critical race theory and intersectionality. At the School of Education, a team of faculty and graduate students formed the Critical Quantitative Research Forum to explore this approach further. This method aims to highlight structural inequalities and possibilities for change by positioning researchers within their work and examining structural factors. Overall, it serves as a space for discussions and exploration to contribute to a more equitable approach to educational research.

 Bibliography:

Walls, Martin. “CritQuant: School of Education Faculty and Students Join a Movement to Disrupt Traditional Research Methods.” SU News, 6 Dec. 2023, https://news.syr.edu/blog/2023/12/06/critquant-school-of-education-faculty-and-students-join-a-movement-to-disrupt-traditional-research-methods/.

Additional Source:

The video “Traditional Ecological Knowledge & Place-based Learning Communities” explores the intersection of traditional ecological knowledge (TEK), place-based learning, and the socioeconomic aspects within the Wiyot territory, where Humboldt State University (HSU) is located. It discusses how the Wiyot people view their territory as ancestral land that they are responsible for protecting/preserving and how the presence of HSU impacts this relationship. The video also touches upon the importance of integrating TEK into education and science curricula, highlighting the harmony between cultural diversity and ecological preservation. Additionally, it delves into the socioeconomic dynamics within the community and how place-based learning initiatives contribute to sustainability and community empowerment.

Traditional Ecological Knowledge & Place-Based Learning Communities. www.youtube.com, https://www.youtube.com/watch?v=liKV74avPso. Accessed 19

Linda Nordling’s article, “Seeding an Anti-Racist Culture at Scotland’s Botanical Gardens,” left a lasting impression on me, it made me view and reconsider different perspectives I hadn’t previously explored. I found myself empathizing with the researchers and staff at the Royal Botanic Garden Edinburgh (RBGE) as they strive to reshape their institution’s image and acknowledge the contributions of non-white Europeans. They aim to foster a more inclusive environment for both visitors and employees. Simon Milne’s statement, “We’re not rewriting history; we’re trying to tell the whole story,” Resonates deeply with our situation regarding the Missouri Botanical Gardens (MOBOT). Similarly, our goal isn’t to diminish MOBOT’s achievements or tarnish its reputation but to present a comprehensive narrative that addresses its historical legacy of colonial racism.

The mention of George Floyd’s tragic death in the article was particularly striking. While some institutions had already begun efforts to promote racial diversity and recognize the contributions of people of color before this event, Floyd’s death served as a catalyst for widespread recognition of the urgent need for change. Nordling’s intention in crafting this article was to raise awareness, and the section titled “Plants and Politics” effectively underscores the interconnectedness of plants and social dynamics. Specifically, the paragraph that emphasizes the significance of crops such as cotton, tobacco, coffee, and rubber in European endeavors of empire and slavery highlights how the exploitation of plants frequently mirrors the exploitation of individuals.

This section of the article prompted me to draw parallels with U.S. and MOBOT history. While I understood that the history of plants can convey profound stories, it wasn’t until now that I realized how certain plants are intricately tied to narratives of slavery and colonial racism.  Nordling’s article serves as a powerful reminder of the intricate interplay among botanical science, history, and the pursuit of social justice, urging us to confront uncomfortable realities and strive for a future characterized by greater fairness and equality.

Bibliography:

Title- Seeding an anti-racist culture at Scotland’s botanical gardens.

Author- Linda Nordling

Subject- Botanical Gardens, diversity and inclusion, colonial racism.

Created date -9/22/22

Source 1: This Library Takes an Indigenous Approach to Categorizing Books

• By Sydney Worth
• 3/22/19

The article “This Library Takes an Indigenous Approach to Categorizing Books” by Sydney Worth discusses the innovative approach taken by the Xwi7xwa Library at the University of British Columbia in Vancouver, Canada, in categorizing its books. The library, which serves Indigenous students and researchers, utilizes an Indigenous classification system developed by librarian Jeanette Armstrong and others. This system reflects Indigenous ways of organizing knowledge, focusing on themes such as land, language, and spirituality rather than traditional Western categories like history or literature.

The main claim of the article is that the Xwi7xwa Library’s adoption of an Indigenous classification system represents a significant departure from Eurocentric library practices and contributes to the decolonization of academic spaces. The thesis is that libraries should consider alternative classification systems that are more inclusive and reflective of diverse cultural perspectives. The source was created to highlight the unique approach of the Xwi7xwa Library and to promote discussion about decolonization in library science and academia more broadly. It aims to raise awareness of the importance of incorporating Indigenous knowledge systems into institutional practices.

Considering the creator, Sydney Worth is likely to bring a perspective sympathetic to Indigenous rights and decolonization efforts. This bias might lead to a positive portrayal of the Xwi7xwa Library’s approach and a critical examination of Western-centric library practices. However, it’s important to recognize and critically evaluate any potential biases in the article while also appreciating the valuable insights it provides into Indigenous knowledge systems and efforts to decolonize academic spaces.

Source 2 : The coloniality of planting

• By Ros Gray and Shela Sheikh

In the article “The Coloniality of Planting” it explores the historical and contemporary connections between botany, colonialism, and environmental injustice. The main claim of the authors, Ros Gray and Shela Sheikh, is that the practice of botany has been deeply entwined with colonial expansion and violence. Botany, initially perceived as a peaceful and benign scientific discipline, played a crucial role in the expansion of empires through exploratory voyages, plant collection, and the establishment of plantation systems. The authors argue that the very act of planting was a form of colonial violence, involving the clearing of land, destruction of ecosystems, and imposition of monoculture crops.

The article also highlights the role of botany in reinforcing systems of oppression, including slavery and scientific racism. Notable botanists of the 18th century, such as Carl Linnaeus, Hans Sloane, and Joseph Banks, contributed to the development of scientific racism and the justification of colonialism. Colonial botany involved the extraction of local knowledge and the erasure of Indigenous knowledge and ecological practices, reinforcing hierarchical power structures.

Moving on, the article discusses the ongoing legacy of coloniality in contemporary environmental injustices, such as environmental racism and unequal access to green spaces. It emphasizes the need to question and challenge colonial narratives embedded in landscape and gardening practices, advocating for alternative histories, cultivation practices, and forms of environmental justice.

The source was most likely created to raise awareness about the historical and ongoing impacts of colonialism on botanical practices and environmental inequalities. Ros Gray and Shela Sheikh would likely bring a critical and decolonial perspective to the article, highlighting the intersections between colonialism, botany, and environmental injustice. Their work may reflect a commitment to challenging dominant narratives and advocating for social and environmental justice.

SA 1

The New Yorker: “You name It “

This part of the book intrigued me and made me contemplate my childhood
memories and draw connections to prior knowledge of T-Rex and other species’
genus names. I believe this source was created to inform people about a man
named “Carl Linnaeus” whose goal was to name all life. The source goes in-depth
and teaches us about Carl Linnaeus: his goals, background, research, what he liked
and didn’t like, where he traveled, etc. As I said earlier, reading this source
unlocked memories that seem forgotten, as a child my brother and I loved
watching documentaries about life, we would watch all the shows on channels
such as Animal Planet, Discovery Planet, etc. We would also collect cards of every
animal and if we had spares trade them with other people and get new cards of
different creatures. During the time the source was created, “1750s” it was
groundbreaking knowledge and revolutionized the way we categorize species
today.

Bibliography of the Book “The New Yorker”
The Critics Section

• Author: Kathryn Schultz
• Article: “Categorizing Carl Linnaeus”
  
• Source 2: North American Birds Will No Longer Be Named for Racists — or
  Anybody Else
  
• So, this source was unlike anything I ever read, it was unique and allowed me
  to imagine and view multiple perspectives. I agree when the author stated
  “But symbols have always mattered to our species. Like names themselves,
  they tell us something about who we are, what we value, and how we belong
  to the world.” This statement is so true, names are who we are, and although
  people might share the same name, each name of the person has its own
  identity and morals too. The author goes in-depth explaining why the northern birds have a person’s name getting changed whether they were racist or not. The author also delves into the history and colonial backgrounds of some of the bird’s names. For instance, John James Audubon, who was a naturalist for whom Audubon’s shearwater is named, was an unrepentant slaveholder who opposed emancipation. The author also talks about an incident that occurred that ultimately led to the idea of “Birds Name for Birds”. The incident occurred in 2020 when a white woman in Central Park lied to the police, claiming that a Black birder named Christian Cooper had threatened her. Reflecting on both of the sources, they share similar characteristics and key ideas around the “Names” and how they hold meanings of the past and can have solutions to the future.
  
• Bibliography for the essay “North American Birds Will No Longer Be
  Named for Racists — or Anybody Else.”
• Author name- Margaret Renki
• Published date: 9/13/2023
• Sources used inside the essay: MacArthur Fellow J. Drew Lanham in “9
  Rules for the Black Birdwatcher. Essay appeared in 2013