Analyze

Kingspan workers: Two workers from Kingspan, Lucas Hernandez and Israel Maldonado, detailed both their unsafe working conditions at Kingspan and the response from the company when they submitted complaints. Note that this conversation was moderated with questions from Ms. Meredith Schafer. 

Dr. Shahir Masri: Dr. Masri oversaw the air pollution monitoring at Kingspan. He used worker-collected pollution data to quantify PM2.5 levels at the plant. 

Rev. Terry LePage: Rev. LePage spoke on behalf of CLUE, a faith-based organization that has helped with Kingspan unionization efforts and written letters to Kingspan re: the pollution and safety hazard complaints.

Jose Rea: Mr. Rea spoke on behalf of MPNA-GREEN, a community group that donated the AtmoTubes used for air pollution data collection. 

Before this event I hadn’t known much about faith-based community organizing (such as CLUE), and would like to investigate more about the role of these types of organizations in local EJ efforts.

The lack of importance that Kingspan has placed on employee complaints about safe work environments suggests a lack of inbuilt methods (e.g., regular strict evaluation of workplace standards) of holding a company like Kingspan accountable for the health of their workers, despite the existence of workplace standards.

This event showed the very real ways in which large corporations directly profit from cutting corners in ways that hurt the health of their lowest-wage workers. The effort it takes to hold a company accountable for the health of their workers is immense, and while the groups present at this event are clearly making it happen, this accountability is not systematically enforced and requires individuals and relatively small organizations to impose justice.

• The need for multiple agents to commit to EJ changes like this, including many not directly affected by it. 

• The power of both local and global community organization networks in creating change. 

• Civic responsibility as a necessary catalyst for political change and attention to certain issues.

Dr. Masri presented data collected by the Kingspan workers that clearly showed levels of air pollution at the plant that were much higher than EPA allowable levels during working hours. 

The event was primarily focused on efforts by Kingspan workers and supporting parties to get Kingspan to improve working conditions, especially indoor air pollution at the plant.

Attendees included: city council members, Kingspan workers, Greenpeace, Sierra Club, Climate Action Campaign. Notably, all the primary facilitators were white. One of the Kingspan workers required a Spanish-speaking interpreter. It was implied at one point that the workers were paid minimum wage, but I am not 100% sure of this.

The event was held over Zoom (but was primarily for and about workers in Santa Ana, CA) and was organized by the Labor Network for Sustainability.

• 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