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California, USA

Misria

In this poster, we share preliminary reflections on the ways in which hermeneutic injustice emerges and operates within educational settings and interactions. Hermeneutic injustice is a type of epistemic injustice that occurs when someone’s experiences are not well understood by themselves or by others, either due to unavailability of known concepts or due to systemic barriers that produce non-knowing (Fricker 2007). In 2021, we entered into a collaborative project to design a high school curriculum on environmental injustice and climate change for California’s K-12 students. Although the project convenors aspired to support the diversity of California’s K-12 student population through representational inclusivity across the program participant, they reproduced essentialized notions of what it means to be an “included subject”. In our first inperson meetings, activities intended to invite difference in the curriculum writing and design community were encountered by participants as an opportunity to point to the margins of that community. Who was in the room and who was not? Initial counts excluded some writers whose identity was not readily apparent by race, ethnicity, or age. Some individuals who, to their consternation, were assumed to be white, revealed themselves as people of color. The project chose the “storyline model” of curriculum design to bring coherence across the teams. The model was developed by science educators to promote student agency and active learning. Lessons start with an anchoring phenomenon, which should hook students and produce enough questions to sustain inquiry cycles that culminate in consensus making. As a result, each grade-level unit of our curriculum was intended to focus on a single environmental phenomenon, like wildfire. However, informed by Gregory Bateson’s theory of learning, we sought to foreground complexity by recursively analyzing environmental injustice through case study analysis of many hazards, injustices, and places. It took multiple meetings over several months to arrive at an articulation of environmental injustice as our central phenomenon that recognizes the compounding impacts of both climate change and toxic pollution. It also required restructuring the working relationships between the project's administrative arm, the curriculum consultants, and the writing team. The image we include is a photograph of an exercise done together with another HS team as we were tasked to clarify the aims and goals of our imagined lessons. As is evidenced in the photograph, each writing team found it difficult to articulate learning outcomes as a series of checklists, or goals, separate from skill-development that represented the dynamic need for curriculum capable of examining climate change and the environmental justice needs for California’s students.

Tebbe, Margaret, Tanio, Nadine, and Srigyan, Prerna. 2023.  "Reflections on Hermeneutical Injustice in K-12 Curriculum Development." In 4S Paraconference X EiJ: Building a Global Record, curated by Misria Shaik Ali, Kim Fortun, Phillip Baum and Prerna Srigyan. Annual Meeting of the Society of Social Studies of Science. Honolulu, Hawaii, Nov 8-11.

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This organization does not claim to have new or novel way of responding to disasters, however their uniqueness lies in the sheer number of disasters of all sizes they respond to. This is best characterized by the information found on their page titled "Disaster Relief," which states the following:

"We respond to an emergency every 8 minutes

No one else does this: not the government, not other charities. From small house fires to multi-state natural disasters, the American Red Cross goes wherever we’re needed, so people can have clean water, safe shelter and hot meals when they need them most."

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The American Red Cross was founded in 1881 with the experiances of the Civil War still fresh on people's minds. After touring Europe and seeing the swiss Red Cross in action, Civil War nurse Clara Barton founded the American Red Cross to provide disaster relief and first aid both on the homefront and the front line. Early on, the Red Cross served to educate the public about topics such as first aid and water safety, while starting nursing programs and providing assistance to the military and military families. As new needs, such as blood donation, made themselves apparent, the Red Cross met these needs, starting donation programs and doing labratory research on the blood dontation technology and techniques starting in the 1960's.

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The Red Cross opened a Red Cross R&D in 1961 to further existing research on blood component technology, blood safety, plasma-derived therapeutics, transfusion medicine, and biomedical science. Red Cross R&D has made accievements in the following areas, listed on their website:

  • Developed a technique to freeze red blood cells, preserving their viability for up to 3 years, helping to ensure a steady supply of red cells for patients needing rare blood types. (1971)
  • Contributed to the development of bar-coding for blood products. (1977)
  • Developed procedures for large-scale purification of therapeutic blood proteins like gamma globulin and factor VIII. (1978)
  • Collaborated with scientists at the Centers for Disease Control and Prevention (CDC) to define the window period—the length of time between infection with the virus and the earliest stage in infection that can be detected by a test—for human immunodeficiency virus (HIV) following implementation of universal HIV testing of donor blood. (1994)
  • Investigated the prevalence of blood-transmitted diseases like human T-lymphotropic virus-1 (HTLV-1) and Chagas disease, providing key data that led to implementation of testing for these diseases. (HTLV-1 in 1987, Chagas disease in 2008)
  • Continue to facilitate improvements in bacterial testing of blood products.
  • Investigated the role of antibodies in female-source plasma in causing transfusion-related acute lung injury (TRALI), leading to reduction in the incidence of TRALI by providing male-predominant plasma for transfusion. (2009)
  • Modified height and weight restrictions for donors younger than 19, which has significantly reduced adverse reactions among young donors. (2009)

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The red cross relies on notification systems of disaster to mobilize their volunteers such as those created by FEMA, NOAA, and other goverment services, transportation infrastructure and technology to move supplies and people from place to place, established red cross infrastructure of supply stockpiles, specialized vehicles, and training centers.

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With every new disaster it faces, the ARC draws much on its own research and the experiances of the Global Red Cross. Recent major domsetic disasters the ARC has faced include Hurricane Katrina and Superstorm Sandy,