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In this chapter, I provide the conceptual and political pillars of a Southern green criminology. First, I define the concepts central to this book: ecological discrimination, a science to end discrimination and a science of the discriminated against. Second, I reflect on two expressions of ecological discrimination: speciesism and culturism. Building on those reflections, I provide the political and moral reasons why it is important to develop a science to end ecological discrimination.

Many of the human communities that comprise the South have cosmologies that place human and nonhuman animals on a continuum. Culturism, with its foreign logic and dynamics, has broken this continuum, thereby fuelling speciesist practices. In this chapter, I portray the deep relation that some rural Southern communities have with nonhuman animals, and analyse some of the imposed logics that lead the South to abuse nonhuman animals while denying that what they are doing is mistreatment.

In this chapter, I present the methodological pillar of a Southern green criminology. It may prove useful for researchers and students interested in developing a science to end the ecological discrimination. My main concern in presenting this method is to upset the colonialist logic that sustains culturism and speciesism. In my ‘stereoscope’ of ecological discrimination, I aim to uncover harmful environmental practices that have a global reach and disproportionately affect the geographical and metaphorical Souths.

Humans are a key component of the earth system. Through our interactions with nature, we have irreversibly altered and damaged all components of the system, ourselves included. Usually, fields other than green criminology focus on human exploitation and trafficking; but, in this chapter, I show how environmental discourses and practices are used to justify the exploitation and monopolisation of humans. I examine the dynamics by which Southern communities are monopolised by Northern corporations. I also explore Southern forms of resistance to ecological discrimination such as land grabs, biopiracy and animal abuse. I finish the chapter with an analysis of the threat posed by culturism to Southern resistance.

In this second part of the book, I transition from the theoretical to the applied, or from thinking Southern green criminology to doing Southern green criminology. In this chapter, I apply the theoretical bases I presented in the first part of the book to the most encompassing environmental issue of our times: climate change. I show how a Southern green approach to climate change can contribute in important ways to understanding the ecological discrimination that is part of climate change in Colombia. A Southern green criminology can also help expand the repertoire of responses to climate change. I use my research of the Colombian Río Negro Basin to exemplify how the South confronts heightened risks of climate change that are the result of ecologically discriminatory practices. Inspired by the practices of the rural inhabitants of the Río Negro Basin region, I propose going back to traditional Southern practices to mitigate and adapt to climate change.

The purpose of this paper is to explore: why the concept of teaching excellence has been uncritically accepted into the lexicon of university management; and how it has been used to co-opt university teaching staff into supporting the myth that teaching quality can be maintained as financial support for teaching has declined.

This paper is conceptual and analytical rather than empirical and a critical management perspective is adopted.

Per capita funding of university teaching has declined steadily. The concept of teaching excellence has been used to distract attention away from discussions about funding and the conditions required to promote good teaching in universities. The construction of teaching excellence as an attribute of individual teachers has co-opted university teachers into supporting the illusion that teaching quality can be maintained, despite falling organisational support and decreased funding.

Teaching in universities can only be improved through changes to the management approach and maintenance of per capita funding, and ultimately democratisation of universities. This will require changes to the regulatory framework, and national policy.

The author concludes that teaching excellence is unhelpful as a concept. Instead the focus of discussion needs to return to ensuring that the necessary conditions for responsive teaching are in place.

Democratise the workplace and management methods; adopt matrix management structures; Rebalance to focus on social benefit and public good.

This paper uncovers tensions, contradictions and missing elements in current policy and concludes with suggestions for change.