The pharmacology of the oppressed: decolonizing Cannabis science in higher education
This analysis explores the potential of Paulo Freire’s pedagogical framework to decolonize Cannabis science education, focusing on the dynamic relationship between the oppressed and the oppressor within the context of Cannabis criminalization and legalization. It examines the historical, cultural, a...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-06-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1470700/full |
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| author | Brandie Makeba Cross Brandie Makeba Cross |
| author_facet | Brandie Makeba Cross Brandie Makeba Cross |
| author_sort | Brandie Makeba Cross |
| collection | DOAJ |
| description | This analysis explores the potential of Paulo Freire’s pedagogical framework to decolonize Cannabis science education, focusing on the dynamic relationship between the oppressed and the oppressor within the context of Cannabis criminalization and legalization. It examines the historical, cultural, and racialized dimensions of Cannabis policies and their implications for marginalized communities, particularly American Indigenous, Black and Latinx populations. Drawing on Freire’s critique of traditional, hierarchical models of education, the paper argues for a dialogical, participatory approach to Cannabis education that fosters critical consciousness and social transformation. The analysis discusses the role of Cannabis science in perpetuating or challenging systemic injustices and proposes a curriculum that integrates diverse perspectives from biology, sociology, and history. By incorporating Freire’s principles, Cannabis education can empower students to critically engage with both the science of Cannabis and the broader societal impacts of its criminalization and commercialization. The paper concludes by emphasizing the need for Cannabis education to not only teach the science of Cannabis but to also challenge inequities and promote social justice, advocating for a holistic, interdisciplinary curriculum that empowers students to become agents of change in Cannabis policy and practice. |
| format | Article |
| id | doaj-art-2fdac5d72aff4a508cf1a4fc2b2539b0 |
| institution | OA Journals |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-2fdac5d72aff4a508cf1a4fc2b2539b02025-08-20T02:08:35ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-06-011010.3389/feduc.2025.14707001470700The pharmacology of the oppressed: decolonizing Cannabis science in higher educationBrandie Makeba Cross0Brandie Makeba Cross1Department of Biological Sciences, California State University, Los Angeles, CA, United StatesDepartment of Chemistry & Biochemistry, California State Polytechnic University, Pomona, CA, United StatesThis analysis explores the potential of Paulo Freire’s pedagogical framework to decolonize Cannabis science education, focusing on the dynamic relationship between the oppressed and the oppressor within the context of Cannabis criminalization and legalization. It examines the historical, cultural, and racialized dimensions of Cannabis policies and their implications for marginalized communities, particularly American Indigenous, Black and Latinx populations. Drawing on Freire’s critique of traditional, hierarchical models of education, the paper argues for a dialogical, participatory approach to Cannabis education that fosters critical consciousness and social transformation. The analysis discusses the role of Cannabis science in perpetuating or challenging systemic injustices and proposes a curriculum that integrates diverse perspectives from biology, sociology, and history. By incorporating Freire’s principles, Cannabis education can empower students to critically engage with both the science of Cannabis and the broader societal impacts of its criminalization and commercialization. The paper concludes by emphasizing the need for Cannabis education to not only teach the science of Cannabis but to also challenge inequities and promote social justice, advocating for a holistic, interdisciplinary curriculum that empowers students to become agents of change in Cannabis policy and practice.https://www.frontiersin.org/articles/10.3389/feduc.2025.1470700/fullstem educationcannabis educationPaulo Freiredecolonial methodologiessocial justicehigher learning institutions |
| spellingShingle | Brandie Makeba Cross Brandie Makeba Cross The pharmacology of the oppressed: decolonizing Cannabis science in higher education Frontiers in Education stem education cannabis education Paulo Freire decolonial methodologies social justice higher learning institutions |
| title | The pharmacology of the oppressed: decolonizing Cannabis science in higher education |
| title_full | The pharmacology of the oppressed: decolonizing Cannabis science in higher education |
| title_fullStr | The pharmacology of the oppressed: decolonizing Cannabis science in higher education |
| title_full_unstemmed | The pharmacology of the oppressed: decolonizing Cannabis science in higher education |
| title_short | The pharmacology of the oppressed: decolonizing Cannabis science in higher education |
| title_sort | pharmacology of the oppressed decolonizing cannabis science in higher education |
| topic | stem education cannabis education Paulo Freire decolonial methodologies social justice higher learning institutions |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1470700/full |
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