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.

This film follows the story of USMC Master Sgt. Jerry Ensminger. After the death of his 9 year old daughter to lukemia, he searched for the cause of his daughters illness, and his persuit led him to discover a Marine Corps cover-up of one of the largest water contamination incidents in U.S. history at North Carolina's Camp Lejeune. The film follows Jerry's investigation and persuit to make the truth known to the public and to force the Marine Corps to be "always faithful" to the thousands of Marines and their families exposed to toxic chemicals at the camp, and at other military bases across the country where similar occurances took place.

The narrative is made and sustained by establishing Jerry's back story, then following his investigation and persuit of the truth which lead all the way up to a congressional hearing. Information on the chemicals found in the water and the effects on humans is presented in the film, and it does have an emotional impact at these diseased effect children and destroy families and lives.

There are 2 major groups of stakeholders described in the film, the Marine Corps and the people effected by diseased linked to the marine corps camps. The marine corps needed to grapple with the problems of waste disposal and the aftermath of how to deal with the effected people, while the people effected needed to survive the diseases, rebuild their lives, and persue justice from the military.

Emergency responders are not portrayed in this film

I found the parts of the film regarding the initial investigation and the release fo marine corps documents on the internet to be most compelling, because this was the establishment of the proof that the corps knew fully about the potential health concerns at Camp Lejeune and actively covered it up and did nothing to improve the conditions until it was too late.

This film would best address an audiance of young to middle aged adults, possibly with military ties such as being a veteran. These people would have an interest in the acountability of the goverment and its various agencies and branches.

The viewpoints of elected goverment officials on the state and federal levels are lacking from this film.

To enhance it's eduacational value, more of the scientific links between the chemicals and environmental hazards present at camp lejeune could have been explored and not just stated as a fact.

The goal of the Jerry and the other people persuing the Marine Corps in this film is to get the corps to come clean and live up to their motto "Semper Fi - Always Faithful." They want the corps to own up to the injustices committed and be faithful to those who served at the bases, providing for the effected and their families.