Testimonial
[MSc Thesis] An intersectional perspective: Broadening critical reflection on diversity through the Boundary Crossing learning mechanisms of identification and reflection - A case study of a MSc program in Environmental Sciences (MES)
Hanh H. Tran, a student in Environmental Sciences, completed her MSc thesis titled: An intersectional perspective: Broadening Critical reflection on Diversity through the Boundary Crossing (BC) learning mechanisms of identification and reflection. In this thesis research, Hanh focused on the case of Master’s program in Environmental Sciences (MES) at WUR, where she pursued the study.
I find this subject intriguing to work on. While critical reflection on diversity is an important capacity for environmental scientists and professionals, there is a lack of knowledge and practices on what to reflect. Diversity itself encompasses different meanings, and how critical reflection on diversity could be trained in environmental sciences education is also a question. My findings aim to contribute to a better understanding of the topic through both theoretical and empirical results
The research focused on investigating the possibility of integrating critical reflection on diversity in the existing courses of the MSc Environmental Sciences (MES) program at Wageningen University & Research. Particularly, the study aimed to utilise the BC learning mechanism of identification and reflection. To achieve the objective, a literature review and 17 semi-structured interviews were conducted with the teachers and students involved in the MES program.
The literature review resulted in a conceptual framework that operationalised the concept of critical reflection on diversity into the three components: assumptions & beliefs of self and others, histories of self and others connected to the environment/an environmental issue, and social positionality connected to the environment/an environmental issue. The application of this framework was investigated empirically in interviews with the students and teachers.
The findings from the interviews revealed that in most of the examined courses, reflection practices are implicit (i.e. BC and its learning mechanisms are not mentioned). Furthermore, the findings showed that integration of critical reflection on the three proposed components is appreciated, yet faces challenges, such as fully-packed courses, fitting reflection practices with the course learning objectives and the MES program, risks of overburdening teachers and students, reinforcing stereotypes and biases, evoking feelings of cynicism or conviction.
Despite the obstacles, the interview participants put forward various approaches and initiatives for further integration, such as aligning reflection practices with the courses’ learning objectives or issues, strengthening critical foundations for students in education on responsible research & sciences, creating a safe, open and inclusive environment for sharing experiences. They proposed to extend reflection practices beyond just students, suggesting that professors/teachers and the university itself should engage in the critical reflection effort to address issues of biases, decolonizing knowledge, and responsible research and sciences.
Finally, it was recommended that in making critical reflection more explicit, BC could play a role. The BC learning mechanisms could offer methods for integration, i.e. to elucidate assumptions & beliefs, while the conceptual framework of critical reflection would provide the contents for reflection.
Hanh’s thesis was supervised by Karen Fortuin (Environmental Systems Analysis Group) and Melina T. Czymoniewicz-Klippel (Consumption and Healthy Lifestyles). To find more about Hanh’s research, please contact her at hanh.tran@wur.nl.