Addressing Biases Through Decoloniality and Belonging in STEM: A Cross-Disciplinary Dialogue

This chapter illustrates the application of a decoloniality, equity, diversity, inclusion and belonging (DEDIB) framework to assess and dismantle the oppressive systems impacting marginalized groups in science, technology, engineering, and medicine (STEM) research and education. Insights from a syllabus deconstruction workshop co-hosted by the Decolonial Perspectives and Practices Hub and STEMM Diversity @ McGill determined actionable items that instructors can use to unpack the historical and theoretical context of the STEM fields in their course content and design. First, we illustrate the historical and contemporary biases in the STEM fields and how a DEDIB framework can be used as a solution to overcome these prejudices. Second, we present three actionable DEDIB approaches that can be adopted in STEM syllabi and classrooms: (1) pluralizing forms of knowledge, (2) combating systemic racism, and (3) increasing inclusivity and accessibility in learning. We conclude with final reflections and actionable commitments for STEM instructors. By exposing educators and students to a DEDIB framework, we aim to enrich STEM pedagogy to advance ethical and sustainable STEM education and research by diversifying learning, knowing, and practicing in the field.