Urban areas are dynamic ecological systems defined by interdependent biological, physical, and social components. The emergent structure and heterogeneity of urban landscapes drives biotic outcomes in these areas, and such spatial patterns are often attributed to the unequal stratification of wealth and power in human societies. Despite these patterns, few studies have effectively considered structural inequalities as drivers of ecological and evolutionary outcomes and have instead focused on indicator variables such as neighborhood wealth. In this analysis, we explicitly integrate ecology, evolution, and social processes to emphasize the relationships that bind social inequities—specifically racism—and biological change in urbanized landscapes. We draw on existing research to link racist practices, including residential segregation, to the heterogeneous patterns of flora and fauna observed by urban ecologists. In the future, urban ecology and evolution researchers must consider how systems of racial oppression affect the environmental factors that drive biological change in cities. Conceptual integration of the social and ecological sciences has amassed considerable scholarship in urban ecology over the past few decades, providing a solid foundation for incorporating environmental justice scholarship into urban ecological and evolutionary research. Such an undertaking is necessary to deconstruct urbanization’s biophysical patterns and processes, inform equitable and anti-racist initiatives promoting justice in urban conservation, and strengthen community resilience to global environmental change.
Natural history, loosely defined as the observational study of organisms in the habitats where they occur, is recognized at the roots of ecology. Although the centrality of natural history in ecology has shifted over time, natural history is currently in resurgence: many again consider it to be the foundation of ecological and evolutionary inquiry and advocate the value of organism‐centered approaches to address contemporary ecological challenges. Educators identify natural history as the foundational entryway into the practice of ecology, for example in the Ecological Society of America's Four‐Dimensional Ecology Education (4DEE) framework. A strong natural history foundation can help generate testable hypotheses to refine mechanistic understanding of the drivers regulating species distributions and abundances and to inform restoration and conservation efforts. Given the resurgence of natural history as the foundation for ecological knowledge and practice, it is important to recognize that natural history has a long history of racism that has impacted ecological thought and priorities. This history shapes not only who conducts ecological science but also foundational ecological concepts. For example, natural history's emphasis on pristine nature untouched by humans disregards or appropriates stewardship and knowledge of most of the world's population. Because of the legacy of chattel slavery, this exclusion is particularly strong for people of African descent. This exclusion narrows ecological inquiry, limits the capacity to find solutions to ecological problems, and risks interventions that perpetuate the relation between eugenics, ecological knowledge, and natural systems. If ecology is to become an inclusive, responsive, and resilient discipline, this knowledge gap must be addressed. We here present the colonial and racist underpinnings of natural history and offer strategies to expand inclusion in the study of nature. Natural history was steeped in racism, providing a hierarchy of cultures and a taxonomy of races. Complementing growing interest in traditional and Indigenous ecological knowledge, we focus on Black ecological knowledge, for example in the study of “maroon ecologies.” Addressing the racist history of natural history is necessary for removing structural and racist barriers to diverse participation and expanding ecological knowledge bases in service of better and more just science.
more » « less- Award ID(s):
- 2018939
- NSF-PAR ID:
- 10389265
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Ecological Applications
- Volume:
- 33
- Issue:
- 1
- ISSN:
- 1051-0761
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
more » « less
-
more » « less
Abstract Ecosystems are changing in complex and unpredictable ways, and analysis of these changes is facilitated by coordinated, long‐term research. Meeting diverse societal needs requires an understanding of what populations and communities will be dominant in 20, 50, and 100 yr. This paper is a product of a synthesis effort of the U.S. National Science Foundation funded Long‐Term Ecological Research (LTER) network addressing the LTER core research area of populations and communities. This analysis revealed that each LTER site had at least one compelling story about what their site would look like in 50 or 100 yr. As the stories were prepared, themes emerged, and the stories were grouped into papers along five themes for this special issue: state change, connectivity, resilience, time lags, and cascading effects. This paper addresses the resilience theme and includes stories from the Baltimore (urban), Hubbard Brook (northern hardwood forest), Andrews (temperate rain forest), Moorea (coral reef), Cedar Creek (grassland), and North Temperate Lakes (lakes) sites. The concept of resilience (the capacity of a system to maintain structure and processes in the face of disturbance) is an old topic that has seen a resurgence of interest as the nature and extent of global environmental change have intensified. The stories we present here show the power of long‐term manipulation experiments (Cedar Creek), the value of long‐term monitoring of forests in both natural (Andrews, Hubbard Brook) and urban settings (Baltimore), and insights that can be gained from modeling and/or experimental approaches paired with long‐term observations (North Temperate Lakes, Moorea). Three main conclusions emerge from the analysis: (1) Resilience research has matured over the past 40 yr of the LTER program; (2) there are many examples of high resilience among the ecosystems in the LTER network; (3) there are also many warning signs of declining resilience of the ecosystems we study. These stories highlight the need for long‐term studies to address this complex topic and show how the diversity of sites within the LTER network facilitates the emergence of overarching concepts about this important driver of ecosystem structure, function, services, and futures.
-
null (Ed.)Many ecologists have lamented the demise of natural history and have attributed this decline to a misguided view that natural history is outdated and unscientific. Although there is a perception that the focus in ecology and conservation have shifted away from descriptive natural history research and training toward hypothetico-deductive research, we argue that natural history has entered a new phase that we call “next-generation natural history.” This renaissance of natural history is characterized by technological and statistical advances that aid in collecting detailed observations systematically over broad spatial and temporal extents. The technological advances that have increased exponentially in the last decade include electronic sensors such as camera-traps and acoustic recorders, aircraft- and satellite-based remote sensing, animal-borne biologgers, genetics and genomics methods, and community science programs. Advances in statistics and computation have aided in analyzing a growing quantity of observations to reveal patterns in nature. These robust next-generation natural history datasets have transformed the anecdotal perception of natural history observations into systematically collected observations that collectively constitute the foundation for hypothetico-deductive research and can be leveraged and applied to conservation and management. These advances are encouraging scientists to conduct and embrace detailed descriptions of nature that remain a critically important component of the scientific endeavor. Finally, these next-generation natural history observations are engaging scientists and non-scientists alike with new documentations of the wonders of nature. Thus, we celebrate next-generation natural history for encouraging people to experience nature directly.more » « less
-
more » « less
With decades of intensive study, Anolis lizards have emerged as a biological model system. We review how new research on anoles has advanced our understanding of ecology and evolution, challenging long-standing paradigms and opening new areas of inquiry. Recent anole research reveals how changes in behavior can restructure ecological communities and can both stimulate and stymie evolution, sometimes simultaneously. Likewise, investigation of anoles as spatial or phylogenetic evolutionary experiments has documented evolutionary repeatability across spatiotemporal scales, while also illuminating its limits. Current research places anoles as an emerging model for Anthropocene biology, with recent work illustrating how species respond as humans reconfigure natural habitats, alter the climate, and create novel environments and communities through urbanization and species introduction. Combined with ongoing methodological developments in genomics, phylogenetics, and ecology, the growing foundational knowledge of Anolis positions them as a powerful model system in ecology and evolution for years to come.
Expected final online publication date for the Annual Review of Ecology, Evolution, and Systematics, Volume 54 is November 2023. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
-
For some time, scholars who are guided by critical theories and perspectives have called out how white supremacist ideologies and systemic racism work to (re)produce societal inequities and educational injustices across science learning contexts in the United States. Given the sociopolitical nature of society, schooling, and science education, it is important to address the racist and settled history of scientific disciplines and science education. To this end, we take an antiracist stance on science teaching and learning and seek to disrupt forms of systemic racism in science classrooms. Since teachers do much of the daily work of transforming science education for minoritized learners, we advocate for preparing teachers who understand what it means to engage in antiracist, justice-oriented science teaching. In this article, we share our framework for supporting preservice teachers in understanding, developing, and implementing antiracist teaching dispositions and instructional practices. In alignment with other researchers in teacher education who emphasize the importance of anchoring teacher education practice and research in prominent educational theory, we highlight the theories undergirding our approach to antiracist science teaching. We offer considerations for how researchers and science teacher educators can use this framework to transform science teacher education.more » « less
