The figure above showcases our research presentation.
Author: Alci (Page 1 of 2)
Introduction
The first half of the semester has been fascinating. This class is unique and different from any science class I’ve previously taken. The course structure revolves around our textbook, “Braiding Sweetgrass,” where we write reflections on the chapters we’ve read. We also reflect on “scientist spotlights” and group activities. Each class, we’re assigned to groups of about four people. Each group reads a research article or review on a scientific topic, then we come together to discuss and share what we found. We then swap with other groups to learn about their readings, rotating until we’ve completed all the articles.
Another interesting part of the class is our research project. Each of us was assigned a research partner with the goal of writing a research paper of around 15 pages by the end of the semester. We’re currently in the beginning stages, developing a research question and selecting research articles, review papers, and science communications. This stage is crucial as it lays the foundation for our ultimate goal: to analyze all the articles we’ve read and develop an experiment that incorporates what we’ve learned. My teammate and I are progressing well and are excited to embark on this journey, ready to put on the coat of a “scientist.”
We finished!!! This journey was really amazing and I’m glad I was a part of this class and had the opportunity to experience what scientists do when conducting research and developing their research paper. Working with my partner JB on our research paper was an experience that I will not forget, from developing our research question to picking out our articles to developing and proposing an experiment. We had late nights where we talked about how tedious this whole process was, but also how informative it was from reading the articles. From finishing our book “Braiding Sweetgrass” to presenting our research project to the class and CODES faculty, it feels truly accomplishing. I’ve learned and grown a lot this semester and I’m excited to apply the skills I’ve learned from this class into other areas that require them.
Goal 1: Global Learning (25%)
Below are PDF of scientist spotlight reflection that demonstrates progress toward my goal of Global Learning.
Scientist Spotlight 1:
Scientist Spotlight 2:
Scientist Spotlight 3:
Summary and Reflections
In my grading contract I said that I would add my summary and reflections from our research paper into my portfolio as evidence toward my outcome: Global Learning.
Goal 2 : Information Literacy (25%)
Goal 3: Problem Solving (25%)
Exam 1
On our first exam i got a score of 67/90 which is equivalent to a74%. After reflecting, I was contempt with the score I received. I understood that by failing to prepare, I was essentially preparing to fail ” in terms of meeting my contracted requirement.” This ultimately led me to revamping my problem solving section in my grading contract from and 85% to a 70%.
Exam 2
Currently in progress.
Goal 4: Quantitative Reasoning (25%)
Proposed Experiment
The PDF below is Evidence toward my goal of Quantitative Reasoning.
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.