Analyze

Ontoria, Canada

Misria
In response to

Educating young people in Indigenous Ways of Knowing, and about Indigenous approaches and relationships with the natural environment, has a potential multiplicative advantage in the context of environmental justice. At Royal Military College of Canada (RMC) in particular, where learners will graduate and immediately take on leadership roles within the Canadian Armed Forces (CAF), presenting learners with harmonious, non-extractive environmental philosophies has huge potential benefits. As educators, we labour with the objective that our classroom efforts will carry over into our learners’ individual spheres of influence during their military careers and in their civilian lives, when they are deployed across Canada from coast to coast to coast. Considering the arguably poor track record of the CAF in interacting respectfully with the environment, educating officers into symbiotic environmental philosophies may serve to motivate institutional change in the CAF, the Department of National Defence, and the Government of Canada, leading to more sustainable and respectful environmental relationships. (Image: Stainless steel pans of maple sap boiling over an open fire during an urban land-based learning/outdoor classroom session with RMC learners. Kingston, Ontario, Canada, February 2023). 

Lussier, Danielle and Gregg Wade. 2023. "Environmentally sensitive education at Royal Military College of Canada." 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.

Education Restructuring in Disasters

prerna_srigyan
Annotation of
In response to

Act 35, United Teachers of New Orleans, white flight and school integration, DEI and racialization; will be important to conceptualize overall linking of education to political economy. Further, the text produces many questions for me: How do reforms become spaces for racecraft? How might education restructuring in NOLA provide insight to education restructuring post- and during disaster? How does it help questioning the normative and the prescriptive? 

Further, in interviews of new hires of charter schools, Tompkins reveals how they are ambivalent about what they can do and about their positionalities and ethics, arguing that it leads to atomization and desocialization of the individual, and that prevents collective action. How can ambivalence be interpreted as a space for collective potential rather than collective paralysis? Can it be interpreted as such? Since action does not follow knowledge of contradictions and ambivalence, how can this subjectivity be articulated as politically productive?

 

pece_annotation_1473634217

josh.correira
Annotation of
In response to

The report addresses disaster and health in how it describes actors' emergency response to the initial disaster as adequate but states the aid supplied does not allow progress to occur. The victims of the disaster were given temporary shelter in tents, but many still live in tents at the time of this report being written. These conditions led to a cholera outbreak which the actors did not seem to care about or provide aid for.