Xavier Horn (Zoology, MSci(LS)), Laavanya Varadarajan (MA(Soc) with Honours in Economics and Psychology), Lovleen Kushwah (Adam Smith Business School), Paulina Navrouzoglou (Adam Smith Business School), Geethanjali Selvaretnam (Adam Smith Business School)
Background
Indigenous communities and our ancestors respected and learnt from their surroundings, immersed in nature, without the fancy terminology of eco-pedagogy. Beyond the[GS2.1] marginalisation of these communities and their practices, valuable channels of accumulating knowledge and wisdom have been discarded. This limits our ability to contribute to inclusive and effective transitions towards sustainable futures (de Costa, 2021; Ajaps, 2023).
This journey was initiated by Laavanya and Xavier who were curious about the link between decolonisation and sustainability and approached the academics involved in this project. Their different academic backgrounds were a key strength. This blog reflects and complements our presentation at the online UoG L&T Conference (link), which was followed by a lively Q&A.
From September 2025, the project unfolded through a series of shared moments. We ran three half-day workshops, two in hybrid format and one online, bringing together voices from different parts of the world. Our speakers – Al Fricker (Australia), Kent William (Canada), Charlie Cobbinah (Ghana) and Sriranjani Ranganathan (India) – enlightened participants about Indigenous and local ways of knowing. They encouraged participants to question their own academic practices and to think more carefully about the preservation and nurturing of knowledge and nature. These sessions were threaded together by Professor Kendi Guantai through the idea of Ubuntu “I am because we are” – a core value carried by the project.
Alongside the workshops, we held three student-led seasonal nature walks. Living, studying or working in a busy city, we can easily become bookworms and computer addicts, unable to appreciate our surrounding nature or feel encouraged to protect, nurture and learn from the local ecosystem. We chose Kelvingrove Park, River Kelvin and the Botanical Gardens, which are adjacent to our university, easily accessible but under-appreciated. Walking together through the different seasons, we explored how nature changed over time and deepened our connection with plants, animals and one another. We captured photos and videos and shared both our excitement and learning. These shared experiences opened conversations about decolonisation through being present in place, supporting curiosity, wellbeing and a sense of connection.
Reflections from the conference
There were several questions, suggestions and enthusiasm in response to our presentation. Firstly, we were encouraged to write this blog, which strengthened our motivation to apply for new funding to implement the suggestions that emerged. Suggestions pointed us towards next steps, especially field trips and experiential learning. This aligns with our interest in exploring outdoor learning for student empowerment and eco-anxiety. Meaningful connection with nature also sparks a desire to protect it (Sobel, 1996). Moreover, when students participate in community initiatives, they begin to see how grassroots action drives sustainability, building their sense of agency (Ardiles et al. 2023).
Other suggestions included galleries, libraries, museums and archives. A practical option is to visit local sites such as the Hunterian Museum. Engaging with these spaces though a decolonising lens can help participants to examine how ways of classifying and representing nature shape their understanding of the natural world and influence climate action. This includes questioning Western scientific traditions that often separate humans from nature, making it easier to treat it as a resource; something to extract, manage and display.
We are aware that what we have learnt is minimal and the diversity of knowledge and lived experiences is vast. For instance, we have not yet heard the voices of First Nations peoples in New Zealand, USA, South America and more. We are thankful to Anna McGregor from the conference audience for offering to connect us with potential speakers and share her experiences.
One participant asked whether we faced any resistance. Although the sessions ran smoothly, difficult questions emerged during open discussions (e.g. Not everything non-western is good, and not everything Western is bad). Another question was whether there were barriers from the leadership. We acknowledge and appreciate our university leaders for their support without putting up barriers. However, upon further reflection, we realised an important point. [GS4.1]Not having an overwhelming sign-up for our sessions may imply a form of resistance by potential participants. Only a small number of participants signalled or expressed discomfort, unease or awkwardness during the sessions. This might also be considered a form of ‘resistance’ to such conversations. As organisers, our job includes understanding how people are invited to participate and how to support engagement.
Conclusion
This project enabled us to gain meaningful insights into diverse perspectives and whetted our curiosity to learn more. We have applied for funding from the Learning and Teaching Development Fund (LTDF) to support future activities such as field trips, cultural circles and different guest speakers.
We are grateful that the activities in this project prompted us to turn inward and reflect on our own surroundings, our connection with nature, and our values, relationships and behaviours. A quote shared by Dustin Hosseini in the conference chat is noteworthy: “Decolonisation is a journey that involves everyone – professional and academic services, and of course students. It isn’t a place or space for competition or ‘ownership’ over what is a collective endeavour.”
References
Ajaps, S. (2023). Deconstructing the constraints of justice-based environmental sustainability in higher education. Teaching in Higher Education, 28(5), 1024–1038. https://doi.org/10.1080/13562517.2023.2198639
Ardiles Gamboa, P., Nelson, R., Purewal, S., Ezegbe, H., Mathewson, A., Rutty, T., Unnithan, C., & Zandvliet, D. (2023). Community–University Partnerships for Local Impact: Advancing Sustainability Through Place-Based Education. Journal of Community Engagement and Scholarship, 15(2), Article 11. https://doi.org/10.54656/jces.v15i2.525
da Costa, M. P. N. F. (2021). Critiques of Western modernity in environmental and sustainability education and global citizenship education: A research review (Research Report). Örebro University.
Sobel, D. (1996). Beyond ecophobia: reclaiming the heart in nature education. Orion Society, Great Barrington, MA.