Mainstreaming environmental education

Subjects like ecology, human ecology, environmental sciences, and environmental studies have rarely been considered “mainstream” academic options. They are often seen as unable to guarantee employment, making them a less-preferred choice for many parents especially within Dalit communities, where career security is of paramount importance. I have witnessed this in my own family and networks.

I recall pitching a bird-watching workshop for children at an organization working with girls from marginalized communities. The response was telling: “We provide our children with education that can lead directly to jobs.” At one level, this concern is understandable. But at another, it seems misplaced, given the larger job crisis across the country, where even mainstream pathways no longer assure employment.

Today, the belief that environmental education cannot provide livelihoods is outdated. In an era defined by climate change and global warming, careers in sustainability, conservation, biodiversity, and allied fields are rapidly expanding. Keywords such as nature-based solutions, environmental humanities, and biodiversity conservation dominate global development agendas. Ecology is not only employable but offers an intellectually adventurous and socially meaningful path.

Yet Dalit students remain largely underrepresented in these streams. In my own MA in Environment and Development, only two students came from Dalit backgrounds, with similar numbers across batches of 20–25 students. This underrepresentation is shaped by multiple barriers:

• Awareness: Neither students nor their parents are familiar with such subjects, or with the career opportunities they can open up.

• Language: Most Dalit students struggle with English-dominated curricula and academic discourse.

• Finances: Research requires upfront costs for travel, fieldwork, and resources—expenses that are often reimbursed later, and rarely in full.

  
  

One of the purpose of "Urban Nature Matters" is to promote and mainstream environmental education as a viable and worthwhile path for Dalit students, while building the academic and financial support systems needed for their success. Through mentoring, fundraising, and strengthening networks and resources, the aim is to ensure that Dalit scholars are not just present but able to thrive in ecological and environmental fields.

Mainstreaming environmental education in this way is not only about jobs. It is about reimagining who has the right to learn, to speak, and to act on behalf of nature.