Source Analysis #3
Expectations:
This course will have regular source discussions throughout the semester. You will be asked to review/read texts, films, maps, websites, or objects. You will analyze these sources to produce reasonable interpretations. You will submit a copy to each SA to me by email on the date that it is due, but I also encourage you to create a digital copy of this analysis as a record for your ePortfolio. Also, I will assign between 2-3 of you to co-lead a discussion about the SA. For students to get credit for the source analysis sheets as a part of their ePortfolio, they must be in class for the discussion.
Source Summary:
For each source that you are assigned, please provide a one-paragraph summary of between 3-5 sentences. Remember, a summary is a brief overview of what the source is about—the main point or idea of the source. If I have assigned two sources to you, you may summarize each source separately. Or else, if you recognize a connection between the two sources, you can incorporate your summary into a single, slightly longer, paragraph.
In a commendable effort to confront their colonial past, Scotland’s botanical gardens are re-evaluating their collections with a critical eye. These gardens, including the Royal Botanic Garden Edinburgh (RBGE), have long been repositories of exquisite plant specimens, but the contributions of non-white individuals have often gone unrecognized. The RBGE, founded in 1670, is the second-oldest botanical garden in the United Kingdom. Recently, it has intensified its commitment to inclusivity and recognition by acknowledging the work of botanists who were not white Europeans. A racial-justice report published by the institute outlines steps to embed anti-racist practices across its organization, including research and training initiatives. While progress has been made, there remains much to do in creating a more equitable and inclusive space for all.
Critical Analysis:
Here are some questions/thoughts to help you think analytically. They are prompts for analytical thinking, so the idea is to respond to what occurs to you as most interesting, given your own perspective and knowledge. You do not need to address all these prompts, but I expect you to include coverage of at least 3 of these in your SA.
· What is the creator’s main claim, thesis, or argument?
The main claim of the article is that botanical gardens in Scotland are actively addressing their colonial legacies and working towards fostering an anti-racist culture.
· Is the creator trying to prove anything?
· Why was the source created?
· What was the purpose of the source?
The purpose of the article is to highlight the efforts made by these gardens to recognize the contributions of minorities in botany and to promote diversity, equity, and inclusivity.
· Who was the audience for the source?
The audience includes botanists, researchers, and people interested in social justice.
· What does this source teach us?
· How does the source help us understand something about our problem?
· When was the source created and what did it mean to the people during that time?
· Consider the creator and what perspective/bias that might bring to the article.
· Consider what in the source does not fit or might surprise you.
· Does the source remind you of anything?
· Why is this source important to us?
Bibliography of Your Source(s):
You should now include a full bibliography of each source for your SA’s. This should appear at the end of your SA. You should make use of a standard bibliographic formatting convention (for example, MLA, APA, etc.). I recommend you use ZoteroBib (www.zbib.org) for this!
Nordling, Linda. “Seeding an Anti-Racist Culture at Scotland’s Botanical Gardens.” Nature, vol. 611, no. 7937, 2022, pp. 835-838
Adapted from Lab Worksheet created by Prof. Spencer, Dr. Jill Anderson, and Dr. Kristine Hildebrandt