Analyze

The Formosa Monitor Alliance (MFA) is run by a coalition of Taiwanese NGOs, including Covenants Watch, Taiwan Association for Human Rights, Environmental Rights Foundation, and Environmental Jurists Association. The MFA has posted news articles, short interviews with local priests and legal analyses, with introductions to relevant laws such as the UN Guiding Principles on Business & Human Rights (UNGPs). 

Self-description of the group on social media:「監督台塑越鋼聯盟」由長期聲援台塑越鋼受害者的團體們組成，旨在為台塑越鋼汙染案的受害者爭取賠償、倡議環境正義，並監督政府及企業履行其人權義務。

• 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 

The Grassroots Global Justice Alliance is an international organization focusing on various kinds of injustices. They have launched various programs, including Global Wellbeing, Grassroots Feminism, Demilitarise and Movement Building, aiming at addressing various types of worldwide justice struggles. 

The Grassroots Global Movement has gathered Climate Justice Alliance, It Takes Roots, People’s Action, and East Michigan Environmental Action Council to build political power for the frontlines communiteis for 2020 and beyond.

The Grassroots Global Justice Alliance is aiming at thriving the green new deal. The core of the work of just transiton from this organizations is the principles mentioned in the green new deal.