If you’ve noticed that I’m posting less, it’s the timing: my sabbatical is ending, I’m getting ready to plunge back into the teaching grind in January, and I’ve got a lot of prep work to do. And then we were hit with more cloudflare errors…but now we’re back.

Last year, I incorporated a significant unit on race and genetics; this year, I’m going to prepare the students a little better by including readings from the scientific literature throughout the semester, so I’ve been searching for good, easily digestible papers on the subject. One that I found (but probably won’t use in the course) is “Teaching the Science of Race and Racism,” by Kevin N. Lala, Jasmeen Kanwal, and Kalyani Twyman, which came from this book, Innovations in Decolonising the Curriculum: Multidisciplinary Perspective. The abstract for the paper hit me a bit hard, personally.

Social Science departments of universities regularly teach the history of scientific racism and how contemporary genetics undermines biological conceptions of race. By contrast, biology departments rarely embrace this challenge, and ‘race’ and racism barely feature on the curriculum. Seemingly, professional biologists shirk any social responsibility to educate future generations about these pressing social issues, despite the fact that racism is heavily reliant on the propagation of biological misinformation and that biologists are well-qualified to teach facts related to ‘race’ and racism accurately.

Harsh, but that’s why I added the topic of race to an otherwise convential transmission genetics course. I am feeling simultaneously vindicated and embarrassed for my discipline. I guess I’ll have to continue expanding on the subject.

I don’t think I’ll be facing much pushback from students and colleagues — the authors didn’t, after all.

Here we describe the experience of teaching a senior undergraduate course entitled ‘The Science of Race and Racism’ within the School of Biology at our institution in the UK. The module discussed the history of scientific racism, how contemporary genetics undermines biological conceptions of race and tackled race and sport, race and health, and race and intelligence controversies. Misgivings that delayed our offering the course proved unfounded: the course was extremely positively received by the students, and extraordinarily rewarding to teach. We encourage others to grasp the nettle and teach similar courses.

My students seemed to appreciate it last year, let’s hope they like it and learn something this year. I might only be teaching this course this year and next year before finally retiring!