International experiences lead to using postcolonial feminism to transform life sciences curriculum

Abstract

Abstract Three recent international science experiences in Kenya, Saskatchewan, and Sweden led to my rethinking feminism and postcolonial critiques in ways to apply insights into life sciences curriculum and research agendas in the United States. Postcolonial feminist theories and critiques open windows to understanding new biases in science. The conscious de-development of southern continents under colonization by countries in northern continents in the 19th and early 20th centuries created a historical backdrop in which centuries of indigenous knowledge of the environment, health, natural resources, and appropriate technologies were erased. This and the conditions of colonization create an atmosphere which allows most Western scientists to fail to challenge the notion that they have everything to give and nothing to learn from science, scientists, and technologies of developing countries. Current practices, such as the new laws and patents claimed through Trade Related Intellectual Property (TRIP) rights in the General Agreement on Tariffs and Trades (GATT), may exacerbate the conditions of this atmosphere. Integrating knowledge gained from postcolonial feminism into the science curriculum insures that the next generation of scientists knows the contributions from indigenous peoples and developing countries.