Search for: All records

Abstract 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. 

Abstract Although dispersal is generally viewed as a crucial determinant for the fitness of any organism, our understanding of its role in the persistence and spread of plant populations remains incomplete. Generalizing and predicting dispersal processes are challenging due to context dependence of seed dispersal, environmental heterogeneity and interdependent processes occurring over multiple spatial and temporal scales. Current population models often use simple phenomenological descriptions of dispersal processes, limiting their ability to examine the role of population persistence and spread, especially under global change. To move seed dispersal ecology forward, we need to evaluate the impact of any single seed dispersal event within the full spatial and temporal context of a plant’s life history and environmental variability that ultimately influences a population’s ability to persist and spread. In this perspective, we provide guidance on integrating empirical and theoretical approaches that account for the context dependency of seed dispersal to improve our ability to generalize and predict the consequences of dispersal, and its anthropogenic alteration, across systems. We synthesize suitable theoretical frameworks for this work and discuss concepts, approaches and available data from diverse subdisciplines to help operationalize concepts, highlight recent breakthroughs across research areas and discuss ongoing challenges and open questions. We address knowledge gaps in the movement ecology of seeds and the integration of dispersal and demography that could benefit from such a synthesis. With an interdisciplinary perspective, we will be able to better understand how global change will impact seed dispersal processes, and potential cascading effects on plant population persistence, spread and biodiversity. 

Abstract Field experiences can provide transformative opportunities for many individuals who eventually pursue ecology, natural resource, and conservation careers. However, some of the same elements of field‐based programs that define and provide pivotal experiences for some represent barriers for others, especially students from underrepresented groups. Barriers may be financial, physical, cultural, or social. Issues of gender, identity, and race/ethnicity, for example, can be isolating or shut down learning during intensive field experiences when group leaders are not prepared to respond to interpersonal challenges. We explore some benefits and barriers presented by field learning experiences as well as some challenges and potential strategies to broaden inclusivity with the hope of encouraging further conversation on diversity and inclusion in field experiences.