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The decolonization dilemma at different stages of the academic career

Nature Ecology & Evolution volume 8, pages 1559–1560 (2024)Cite this article

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Although colonial legacies in ecology have been widely discussed1,2 and steps have been taken to begin addressing some of the issues3,4, one element that has been less examined is how the challenge to decolonize our field variably affects individuals at different stages of their academic careers5. It is known that early-career researchers and established researchers face different challenges and pressures, and have different roles in scientific research6. We are researchers and graduate students at various career stages within institutions in the Global South (Mexico), and while reviewing the literature on the decolonization of ecology as part of our postgraduate studies at the Institute of Ecology AC and sharing our own academic experiences, we became aware of this gap in the discussion. Here, we discuss dilemmas faced by researchers who want to contribute to the decolonization of ecology while at the same time establishing and furthering their own careers.

Many early-career researchers from the Global South have disruptive and decolonizing ideas, including the identification of new thematic areas, the desire to build lasting working processes with local communities and colleagues, the aim to establish South–South collaborations with other young scholars, and publishing through regional publication platforms7. Yet these early-career researchers simultaneously often face high job insecurity and strong institutional pressures that constrain them to reproduce colonial practices if they want to ensure job stability and advance in their academic careers. This situation hampers their ability to establish enduring relationships with the communities in which they conduct fieldwork. Moreover, there is often a pressure that drives such early-career researchers to publish in prestigious international journals (primarily in English), which sidelines regional and non-English-language publications8. A common strategy to achieve these publications is through collaboration with scholars from the Global North. However, this strategy may lead to asymmetrical relationships and raise ethical concerns, such as alignment with globally biased themes or engagement in parachute or helicopter science2,9. In other words, colonial legacies pose substantial and specific challenges for early-career researchers, as they often feel pressured to conform to predominant norms to advance their careers and thus perpetuate colonial structures — despite being aware of the need to move towards decolonial frameworks10.

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Authors and Affiliations

  1. Red de Ambiente y Sustentabilidad, Instituto de Ecología AC, Xalapa, Mexico

    Tlacaelel Rivera-Núñez, Edgar Uriel Echavarría Domínguez & Milton Javier Rubiano Guzmán

  2. Universidad Nacional Autónoma de México, Ciudad de México, Mexico

    Alberto López Arcadia & Sofía Lail Lugo-Castilla

  3. Red de Ecoetología, Instituto de Ecología AC, Xalapa, Mexico

    Andres Contreras-Mora, Brenda Ratoni & Wesley Dáttilo

  4. Centro de Investigación en Alimentación y Desarrollo, Hermosillo, Mexico

    Ixtoc Marlo Rivera-Núñez

  5. Instituto de Biotecnología y Ecología Aplicada, Universidad Veracruzana, Xalapa, Mexico

    Ernesto Ruelas Inzunza

  6. Red de Biología Evolutiva, Instituto de Ecología AC, Xalapa, Mexico

    Fabricio Villalobos

  7. Red de Ecología Funcional, Instituto de Ecología AC, Xalapa, Mexico

    Javier Laborde

  8. Red de Interacciones Multitróficas, Instituto de Ecología AC, Xalapa, Mexico

    Juan E. Martínez-Gómez

  9. Instituto de Investigaciones en Educación, Universidad Veracruzana, Xalapa, Mexico

    Juliana Merçon

  10. Instituto de Ecología, Universidad Nacional Autónoma de México, Ciudad de México, Mexico

    Karina Boege

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  1. Tlacaelel Rivera-Núñez
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  2. Alberto López Arcadia
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  15. Wesley Dáttilo
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Correspondence to Wesley Dáttilo.

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Rivera-Núñez, T., Arcadia, A.L., Contreras-Mora, A. et al. The decolonization dilemma at different stages of the academic career. Nat Ecol Evol 8, 1559–1560 (2024). https://doi.org/10.1038/s41559-024-02489-3

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