Analyze

Renwu is a part of Kaohsiung City, Taiwan, where there are large factories making chemical products. Renwu Elementary School is very close to these factories, just 500 meters away. The school has been actively engaged in discussions about how to improve the environment and promote prosperity for everyone. Approximately 80% of the students at the school have asthma, a respiratory condition. Recognizing the challenges of improving the environment around the school, some students and teachers decided to explore ways to improve the air quality within the school. The students did a few things: first, they used low-cost sensors and single-board computers to make regular air purifiers work better. When levels for air pollution (PM 10 and PM 2.5) are high, these gadgets turn on the air purifiers in many classrooms. This air purifier project is one of three ongoing educational programs aimed at educating students about air pollution and its potential health impacts. In art class, students use paper mache to design their own air purifiers to save money. Using magnifying glasses for tablets and smartphones, they explore which materials work best for air filtration. In parallel, they began collecting air pollution data over time using a digital system developed by the students themselves. They also used hand-held monitors outside to measure pollution levels around a major chemical factory operated by Formosa Plastics, a large petrochemical company. It is worth noting that Formosa Plastics is currently planning to expand its production facilities in Texas and Louisiana, which would also affect air quality in nearby schools. The monitoring and data collection by the Renwu students could inspire others in different places to do something similar about air pollution in their own communities. 

Schütz, Tim, Jia-An Lin & Yu-Hsin Hsu. 2023. "DIY Air Monitoring at Renwu Elementary School in Kaohsiung, Taiwan." 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.

In her article, Scharenberg (2023) provides methodological reflections on politically engaged or militant social science research. In one section, she discusses the challenge that social movements act as knowledge producers in their own right, often working independent from or outside of academic institutions (2023, 15). This raises questions about what social scientiss add to the mix. I've had similar questions working with and alongside activists in the global anti-plastics movement. Building on Casa-Cortes, Osterweil, and Powell (2013), Scharenberg points out that one response for scholars is to act as "editors" or "curators" of collective knowledge. This argument resonates with the way that I and other collaborators have thought about the engaged ethnographic archive projects:

Activist ethnographers thus become editors of collective knowledges rather than the sole producers of scientific theory. Like a literary editor, the ethnographer works from a position, which does not create knowledges from scratch, but collects the perspectives of others and assembles them with reference to the given context. In this view, objectivity might be achieved, to borrow an expression from Haraway, by assembling “partial views and halting voices” into what she calls a “collective subject position” (1988: 590). Alternatively, we might think of the editor-ethnographer as Berger’s “clerk of the records” (Scheper-Hughes, 1995: 419) who compiles the history of a group of people. Scheper-Hughes understands this position as a kind of witness. (Scharenberg 2023, 16). 

During my thesis project, Tim has served as a collaborator and mentor while he studied data use among activists opposing Formosa Plastics Group (FPG). In addition to connecting me with activists and interview candidates, he also introduced me to a small network of American and Taiwanese students in Taiwan and the United States studying FPG. This community can share resources and knowledge to further our individual studies. Could this academic network serve as a parallel to the transnational activist alliances I am studying? Are the strengths and barriers of research alliances reminiscent of the strengths and barriers of activist alliances?

This map is a fascinating and important image as it does NOT show the many sites of (ongoing) nuclear radiation contamination in communities impacted by uranium extraction and processing. For example, the Navajo Nation has around 270 unreclaimed open pit tailings piles. This is not official "waste" but is quotidian waste that creates longstanding environmental harm.