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This image hides vulnerable actors, historical dispossession, and organized resistance

danapowell

This image hides many things, including:

1. the slow but steady dispossession of smallholder (often African-American) farms that have been overtaken/bought out by Smithfield Foods to enlarge the industrial footprint of CAFOs;

2. the hogs themselves, whose hooves never touch the ground as they stand on "hog slats" inside the hangers as they move through the Fordist stages of transformation from individual animals into packaged pork;

3. the human operators, themselves, who are rarely wealthy, and are contracted for decades (or life) to purchase all "inputs" (feed, semen, etc) from Smithfield; in 2010, I took my EJ class from UNC-Chapel Hill to visit one of these operators at his CAFO, outside Raleigh, NC, and he was battling Smithfield and Duke Energy to be allowed to erect and operate a small-scale, experimental wind turbine that ran on methane captured from his pigs; years later, individual efforts at small-scale biogas would be overtaken by entities like Align LNG which now, in Sampson County, proposes the "Grady Road Project" to scale-up factory-farmed methane gas capture from much larger operations;

4. the legacy of resistance to this form of agricultural production, led by community-based intellectuals like Gary Grant, who as early as the 1980s was speaking out, traveling to state and federal lawmakers, publishing, and organizing against the growing harms of CAFOs in his home territory of Halifax County, NC. [See the suggested readings by Gary Grant and Steve Wing, Naeema Muhammed and others, that tracks this organized resistance and the formation of several community-based EJ groups in response].

Responsive Curriculums

prerna_srigyan
  • The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

  • I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

  • Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

  • A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

  • National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

  • National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

  • Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students 

Infrastructure is...

ghakim

"Infrastructure is material (roads, pipes, sewers, and grids); it is social (institutions, economic systems, and media forms); and it is philosophical (intellectual trajectories: dreamt up by human ingenuity and nailed down in concrete forms). Infrastructure has a capaciousness and scope that makes it both an infinitely useful concept and a concept that is open to facile misinterpretation or to being encumbered by overuse."

Infrastructure as paradox

  • Infrastructures, paradoxically, both mitigate and magnify precarity in the Anthropocene.

  • The overtly human-centered orientation of infrastructure led us to our third paradox: the purpose of infrastructure is to mitigate risk, yet it also introduces new risks.