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.

The authors productively place three bodies of theory in conversation, abolitionist theories, urban political ecology, and decolonial theory, to rewrite the intellectual trajectories of EJ as extending the legacy of the Black Radical Tradition. What are our intellectual and political genealogies as students and researchers of the quotidian anthropocene? What genealogies are we pushing against? Drawing from their examples of spaces and historical moments of interracial solidarity, what kinds of coalitions do we see ourselves partnering with and contributing to as (largely?) newcomers to the activism in Austin?

What is the energy sector's relationship to racial capitalism? How is its current configuration shaped by legacies of settler colonialism, state bureaucracy, and corporate investment? 

"The purpose of this essay is to discuss a truly formidable task, the creation of an international nuclear emergency response team"

This quote sets up the rest of the article by showing the reader, regardless of their background or knowledge, that the creation of such a team is going to be difficult.  Beyond the standard challenge of creating a unified emergency response team, it is an international one - therefore with language barriers, geographical differences, and large distances to travel in the case of an emergency. And futhermore, it is a team created to deal with the incertainty of nuclear materials in an emergency situation - even more of a challenge.

The author states a background in STS studies, futher work with organization, disasters, and sociocultural risk studies.

"In the interest of sustainable and socially legitimate solutions, arguably decisions to even the technical responses to disasters should not be left to scientists and engineers alone"

This statement is very thought-provoking and is not exactly expected in a research article - that a scientist's or engineer's decision should be influenced or editied by those without such specific education or expertise.

-balancing point between safety and profitability

-disaster did not happen as a chain of events that made it bound to occur at some point, it happened on a system that was in good shape

-over regulation of the industry and workers results in a lack of flexibility and therefore an inability to be creative in emergency situations

-need emergency response team to be skilled professionally and socially, but on a low budget - and very importantly - cooperation from nuclear corporations

The author compares existing and previous nuclear regulation/safety/etc committees, analyzing differences between them and various shortcomings. This information is used to develop the author's idea of a more effective and safe oganization to enforce regulations and train an emergency response team.

The author also looked at how previous emergencies were handled and what new regulations stemmed from each, as well as how those have worked since their implementation, and what more can be done.

Emergency response is the main idea in this article, but specifically that related to nuclear emergencies. An interesting point was made about the confidentiality of the plants and their "trade secrets" of sorts. While being transparent is helpful for safety reasons, it also reduced the profitability of the company, since other companies would be able to use their ideas. EMS knows a lot about respecting privacy through HIPPA, however it is also important to know the layout of important or potentially hazardous buildings within a response district. This would be a necessary compromise to make between the nuclear emergency response team and the nuclear leaders.

The author of the article is Sonja D. Schmid. She is an associate professor in the Department of Science and Technology in Society at Virginia Tech. She holds a Ph D in STS from Cornell University. Dr. Schmid speaks fluent Russian and primarily investigates the history and organization of Soviet and Eastern European nuclear affairs, as well as the the challenges of global nuclear emergency response.

This article argues that the creation of an international nuclear emergency response group would be an important undertaking due to the global increases in the nuclear industries. The article also establishes some of the chalenges that would be faced in forming, staffing, training, and operating the group.