Author Brandie Makeba Cross (California State Polytechnic and CSU Los Angeles) draws on the revolutionary theories of Brazilian educator Paulo Freire—especially his critique of the “banking” model of education—to propose a more dialogue-based, participatory learning model. Cross contends that conventional cannabis science education, which mainly focuses on pharmacology and legal aspects, often lacks engagement with racial and historical injustices tied to cannabis criminalization, particularly among Black, Latinx, and Indigenous communities.
A Social Justice Lens on Cannabis Policy
The paper traces how the War on Drugs disproportionately impacted communities of color, pointing out that arrest and incarceration rates remained disproportionately high even after legalization in some areas. Against this backdrop, Cross urges a curriculum that does not just teach the science of cannabis but interrogates the systemic inequities maintained through policy and practice.
Revising the Classroom: From Deposits to Dialogue
Inspired by Freire’s dialogical pedagogy, the analysis advocates moving away from top-down instruction toward mutual reflection and co-creation of knowledge. Students would explore cannabis—its chemistry, biology, and therapeutic potential—within the social, cultural, and political contexts of their own experiences.
A Holistic, Interdisciplinary Framework
The proposed curriculum weaves together biology, sociology, history, and lived narratives. It seeks to empower students with both scientific competence and critical awareness, enabling them to become advocates for justice in cannabis policy and practice.
Decolonization as Educational Imperative
In her conclusion, Cross emphasizes that decolonizing cannabis education is a social justice necessity—especially as legalization expands. She asserts that education should be an act of liberation, where Indigenous, Black, and Latinx knowledge systems reclaim their rightful place in academic discourse.
Bottom Line:
This innovative analysis calls for a transformative shift in cannabis science education—one that blends rigorous scientific inquiry with a critical examination of systemic inequities. By embedding Freirean pedagogy at the heart of this emerging field, Cross envisions a more inclusive, justice-oriented curriculum that prepares students not only to understand cannabis but to reshape its role in society.
Dabbin-Dad Newsroom
New Pedagogical Approach Urges “Decolonization” of Cannabis Science Education
If you liked this post, say thanks by sharing it
