Centering diversity, equity, inclusion, and justice in environmental studies and sciences by practicing compassionate pedagogies

The imperative to (re)center diversity, equity, inclusion, and justice (DEIJ) touches nearly every aspect of higher education today. The multidisciplinary fields of environmental studies and sciences (ESS) are no exception; mired in questions of land colonization, resource extraction, and the frequently white-washed, sexist, and ableist historic and contemporary narratives of environmentalism, it is imperative that we tackle DEIJ within ESS pedagogies of practice. In this article, we present the framework of compassionate pedagogies, the broad umbrella of pedagogical theories and intentional teaching practices that center self- and community care, connection and relationship, and empathy as an important axis for understanding and dismantling systems of oppression. We propose compassionate pedagogies as one route to promote DEIJ in ESS, drawing on the rich literature connecting this pedagogical position(s) to supportive learning environments for historically marginalized and underserved identities, a critical piece for student success and retention. We provide an overview of compassionate pedagogies and their connections to student support and success from an inclusivity standpoint. We then offer specific frameworks and examples of how we have used these theories and frameworks to guide our course structures, content, and assignments, ranging from first year experiences to upper-level seminars and from courses of small enrollment to large. We conclude by identifying lessons learned at the intersections of the examples provided as well as critical challenges related to the integration of compassionate pedagogies and opportunities for future practice and scholarship.