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.

Over half of the neighborhoods in Santa Ana (shown in pink on the map below), California are designated disadvantaged communities (DACs) by CalEnviroScreen, the leading tool for assessing environmental injustice in California. GREEN-MPNA, a community-based organization in Santa Ana, is working to change this through its DAC-X campaign: an action-oriented movement to reduce disadvantage through pollution reduction, health equity, economic justice, and inclusive governance. Aware of the risks of gentrification, the goal is to x-out disadvantage in a way that empowers rather than displaces current communities. The University of California EcoGovLab has worked closely with GREEN-MPNA on the design and development of the DAC-X campaign. The four pillars of the campaign were chosen, in part, because they align with the State of California’s own criteria for designating communities as disadvantaged. DAC-X’s design also draws together a diverse array of advocacy organizations, government agencies and schools working against issues that contribute to disadvantage, knitting together threads of work that often run in parallel. The long term goal is to increase these organizations’ collective capacity to address disadvantage – in a way that recognizes the intersectionalities and cross-scale interactions that produce it. One tactic we have used to advance the DAC-X campaign is the staging of Environmental Justice Stakeholder Meetings that bring relevant governmental agencies together in one room to speak and respond to Santa Ana residents.Thus far, these meetings have focused on pollution reduction and inclusive governance. Going forward, we will continue to grow our network of alliances in Santa Ana by organizing Environmental Justice Stakeholder Meetings to address other pillars of the DAC-X campaign, bringing for example, health equity advocates to the table, or educational institutions that could support workforce development. The DAC-X campaign itself – and this poster – also results from an alliance – between EcoGovLab (Browne, Adams, Fortun) and GREEN-MPNA (Flores, Gutierrez & Rea).

Browne, Aiden, James Adam, Jose Rea and Kim Fortun. 2023. "GREEN-MPNA's DAC-X Campaign for Environmental Justice: Designing for Alliance." 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.

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?