Analyze

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.

Roughly a third of the above-ground nuclear blasts in Earth’s history have taken place on the coral reefs of the Pacific Ocean. In my paper for this conference, I argue that the US approach to weapons testing at Bikini and Enewetak atolls in the Marshall Islands drew on a long tradition of scientific visitors treating such coral formations as though they were indistinguishable from one another. I also show how this logic was subverted when the displaced islanders of Enewetak atoll mounted a successful legal challenge in the early 1970s to a US Air Force plan to continue using the reef as a site for “cratering” experiments with conventional explosives. This act of local resistance forced scientists to abandon the older conceit that atolls were interchangeable, and instead to argue that the weapons testing had transformed Enewetak from a literal “control atoll” (during the initial US blasts at Bikini) into a unique artefact of forty-three nuclear detonations. It is apt to recall this episode here in Honolulu, not only because this archipelago has also been a site of resistance to weapons testing by the U.S. military but moreover because the specific coral-cratering experiments that were blocked at Enewetak ended up being pursued on the reef of Hawai‘i Island instead.

Sponsel, Alistar. 2023. "Coral reefs of the Pacific Ocean, Marshall Island (Bikini and Enewetak Atoll) and Hawai'i." 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, Hawai'i, Nov 8-11.