3 minute read
Interview with Bec Colvin Olivia Chollet
by Woroni
Rebecca Colvin is a senior lecturer in the Resources, Environment and Development department of the Crawford School of Public Policy.
As a social scientist, she teaches postgraduate students how to communicate better around environmental and climate policies. Amidst her busy schedule, she agreed to answer a few questions about the various types of environments she encounters in her research and in her life.
To start with the trickiest question… what’s your definition of ‘environment’?
Yes, definitely a tricky question! Two parts of my mind wish to respond to this question in different ways. My analytical mind defines the environment as the physical world around us: the ‘natural’ spaces and the ‘modified’ spaces and the full spectrum in between. I recognise that human influence has touched just about every biophysical system, and that the duality between the human world and the natural world is false. But the other part of my mind, the intuitive part, wants to give the Environment a capital-E and declare it a special space where I am connected to the non-human world, somewhere I am going to, not somewhere I spend time regularly. It has to be unfamiliar, somewhere I have entered after leaving my normal human habitat. I think this reveals that buried under my carefully crafted academic and analytical conceptualisation of the environment, I hold a particular view on the environment as a place away from humanity, romantically holding onto the idea of a sanctuary untouched by the modern world.
A lot of your research focuses on how our social environment affects our relation to/ interaction with the natural environment. Could you give us a few examples or a key takeaway from your research? Why does understanding this matter in improving environmental and climate change policy?
Many of our environmental challenges relate not to how we deal with the environment itself, but how we negotiate between different identity groups, interests, and values to find a pathway forward. In many cases, these challenges become conflicts and not only cause stagnation in resolving the core environmental issue, but also come at a substantial social cost too. Conflicts are just about always underwritten by issues of power (for instance, asymmetries in power over decision-making, reinforcing particular views of the purpose of the environment, and controlling the use of land e.g., through land ownership), but the dynamics through which the conflicts play out will be shaped by the nature of relationships between groups – fostering an ‘us’ and ‘them’ dynamic that can act as a blockage for finding collaborative solutions and renegotiating power relations. For many pervasive and long-term environmental conflicts, a considered examination of the social dynamics which shape how the conflict plays out is essential to charting a way forward.
Art by Angel Du
You also study (and teach!) communication for environmental and climate policy. What’s your take on the relationship between academics and the media environment in your field of research?
Too often education is viewed as a ‘thing we do’ inside a classroom. In the modern university, teaching is also subordinated to research. In my ideal world, teaching and research are deeply intertwined. Research should inform teaching in a way that sees teachers and students cooperatively exploring complex issues at the cutting edge of knowledge: questioning ourselves, each other, and the world around us. And conversely, the pedagogy of opening minds and critical thinking should be reflected in research practice (especially socially-engaged research), as well as in how academics engage with broader publics via the media or direct channels like digital networking platforms. But, we academics must recognise that every time we make a contribution to public debate, we are not simply observing or reporting on happenings in the world. We are becoming part of the story, and in that way are actively participating in the events we are reflecting on. This is both a great privilege, and (I know this is a cliché, but it’s true!) a great responsibility for academics. And in my view, the same pedagogy that can guide us in the classroom – to act with respect and openness, and to foster critical thinking – can help us to make responsible and constructive contributions to public debate. The people who fund public universities – everyday people – have put great trust in us academics to help advance the project that is humanity, and we ought to take this seriously. In my opinion, this means doing our best within the walls of the university, and at every opportunity we have to do so stepping outside of the university equipped with our pedagogy.
Do you have any advice for students interested in pursuing a career in an academic environment (e.g. research, PhD…)?
Make the most of your time here at the ANU. As a student it can sometimes feel like you are just a number – I know I felt that way often during my studies. But that’s not the case! We, your lecturers who care about you and gain so much from the time we get to spend with you, see those of you who are really engaging with the content and doing your best. Stick around after class and have a chat. Ask about opportunities to get involved in research projects, as you never know what might be around that really just needs an extra set of hands. Take on opportunities to enrol in courses that enable you to do independent research projects, and pick a topic that you’re passionate about. We see you !