Analyze

Our project has been conducted in so-called ‘Kelowna’ , located in ‘British Columbia’ , ‘Canada’. This land on which we live and work is the unceded, ancestral territory of the syilx Okanagan nation. Prior to European colonisation in the 19th century, the syilx people stewarded the land for thousands of years, guided by an ethos that sees the nonhuman world as an inheritance to be protected rather than owned and exploited. In spite of the violence of settler colonialism, syilx culture endures. A compelling example of the mobilisation of syilx knowledge systems and philosophies against environmental injustice is the restoration of kokanee and coho salmon to the Okanagan. Since the 1990s, the Okanagan Nation Alliance has led efforts to restore habitats, build fish passages over dams, and release fry. The salmon populations have rebounded from near extinction through a process guided by syilx environmental principles. While designing a class in place-based environmental humanities methods we have collaborated with syilx colleagues to integrate their philosophies and approaches to land-based learning. 

Image source 'Mission Creek in Kelowna', Daisy Pullman

Pullman, Daisy, Astrida Niemanis, Natalie Forssman and Haida Gaede. 2023.  "Place-based Learning on syilx Land." 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.

"Far from being anti-science and anti-education, BP has successfully embedded itself at the heart of elite UK science and education policy and practice networks – in particular, networks focused on development and delivery of STEM (Science, Technology, Engineering and Mathematics) education. Rather than limiting itself to the narrow promotion of pro-petroleum rhetoric, BP has long seen its interests as being best served by the general promotion of pro-business practices and values throughout UK public education. Petro-pedagogy, in the case of BP at least, is best understood as a core component of a more extensive corporate education reform network that, for the past decade, has focused on promoting a neoliberal model of STEM education in schools" p. 475

"This brings us back to the argument of Eaton and Day (2019) that began this article: to tackle the crisis of climate change, we ‘need to dismantle the corporate power of the fossil fuel industries and their petro-pedagogy’ (15). Doing this, however, will require a far different model of STEM education: one that can help students ‘understand how manipulative politics, economic power and myth making PR are subverting public democratic will,’ and encourage ‘young people to apprentice as critical scientific policy analysts,’ and ‘create innovative counter-narratives to the old dysfunctional stories of intensifying carbon dependence’ (Elshof 2011, 15)." p.486

As outlined in this brief article by the U.S. Energy Information Administration, energy consumption by New York City alone has dropped significantly more than the surrounding areas. On a prima-facie observation, one could say the foregoing alleviates stress on the existing energy infrastructures. However, deeper analyses should consider the repercussions that demanding less energy may have on production, supply, and distribution, as well as transitions between larger and smaller electric microgrids. Given energy infrastructures in the United States are already vulnerable, can it be really said the pandemic alleviates stress on the existing energy infrastructures when everybody is connected to the internet and is generally using more technology at home?