Colonization of fire: why biophysical sciences must teach environmental justice

This chapter reflects on how my research on wildfire disasters led to a realization that I was unwittingly perpetuating racist colonialism and social injustice in my science classes. Not overtly or intentionally, but rather by ignoring the human agency and structural inequities embedded in the history and evolution of science. I discuss how my discipline, fire science, perpetuates racism and social inequities and how I, as an educator, seek to break that cycle. I provide examples from my courses to argue that the biophysical sciences must be taught from a place that acknowledges and challenges social inequities by: (1) recognizing the biases that exist in science as a product of colonialism and self-interested humans; (2) rebuilding science pedagogy and assessment to reflect the diversity of learners; and (3) initiating a cycle of change that both transforms our relationship with fire and prioritizes environmental justice.