Using Critical Reflexivity to Build Relational Accountability in the Geosciences

Abstract:

Finding connections between scientific research and our everyday lives is enabled by reflexivity. Sociotransformative constructivism (sTc; Rodriguez 1998) is a theoretical framework that utilizes reflexivity to drive the creation of transformative educational environments that empower students to find meaning in knowledge. This shift away from the traditional power dynamic within institutions of higher education centers personal and professional relevance for all students. Critical reflexivity incorporates transparency into reflexive approaches, by acknowledging that “cheery narratives” of research and education do not, by themselves, provide a holistic perspective for improving diversity, equity, and inclusion in educational environments. Instead, “narratives of engagement” that promote honest appraisals of educational interventions (Rodriguez, 2015) have the potential to encourage early career researchers participating in projects with diverse communities. This presentation will share the narrative of engagement within GeoConnections, an NSF-funded project that focused on creating culturally relevant geoscience educational modules for Indigenous students. Qualitative interviews with participants bring a multidimensional perspective to challenges and successes experienced during GeoConnections.