Integrating belonging through difference into sustainability curricula: an exercise for the timid

Purpose The purpose of this paper is to provide an example of a low stakes class exercise and theroetical framework for leveraging student experiences of difference for sustainability problem solving. Acquiring problem-solving competencies entails situating diversity, equity and inclusivity (DEI) as a lens for understanding systems and anticipating alternative futures. DEI must be facilitated for students. Concerned with a lack of training to navigate what can be sensitive topics, instructors are hesitant to teach DEI themselves. One route is to start with “less charged” forms of difference to foster learning environments where students feel they can and want to participate. Design/methodology/approach This paper demonstrates how to engage students with DEI competencies to unravel issues of equity and differentiated privilege via a practical DEI exercise others can use in their environmental science and sustainability courses. Leveraging paired discussions in a large lecture class on sustainability, this paper offers an assignment for reflecting about how students encounter difference in these discussions and how these encounters are occasionally transformational. Findings The authors analyze three years of reflection essays (n = 269) using Kolan and TwoTrees, 2014 privilege as practice framework to show how responses recognize the self, recognize others, understand systems and processes of power and cultivate skills to contribute and collaborate. Students’ articulation of self-reflexivity is remarkable, yet a lack of explicit discussion on race in students’ reflections is noteworthy. Originality/value Scholars call for integrating DEI into sustainability curricula, yet few adaptable assignments are available to actualize such calls. This low-stakes exercise – for students and instructors – offers a route for teachers to catalyze the learner benefits of diversity in a classroom in STEM and sustainability courses. The assignment description, teaching notes and a grading rubric are included.