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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 image hides many things, including:

1. the slow but steady dispossession of smallholder (often African-American) farms that have been overtaken/bought out by Smithfield Foods to enlarge the industrial footprint of CAFOs;

2. the hogs themselves, whose hooves never touch the ground as they stand on "hog slats" inside the hangers as they move through the Fordist stages of transformation from individual animals into packaged pork;

3. the human operators, themselves, who are rarely wealthy, and are contracted for decades (or life) to purchase all "inputs" (feed, semen, etc) from Smithfield; in 2010, I took my EJ class from UNC-Chapel Hill to visit one of these operators at his CAFO, outside Raleigh, NC, and he was battling Smithfield and Duke Energy to be allowed to erect and operate a small-scale, experimental wind turbine that ran on methane captured from his pigs; years later, individual efforts at small-scale biogas would be overtaken by entities like Align LNG which now, in Sampson County, proposes the "Grady Road Project" to scale-up factory-farmed methane gas capture from much larger operations;

4. the legacy of resistance to this form of agricultural production, led by community-based intellectuals like Gary Grant, who as early as the 1980s was speaking out, traveling to state and federal lawmakers, publishing, and organizing against the growing harms of CAFOs in his home territory of Halifax County, NC. [See the suggested readings by Gary Grant and Steve Wing, Naeema Muhammed and others, that tracks this organized resistance and the formation of several community-based EJ groups in response].

In this article, it is comparing how polluted Newark is compared to the country mentioning facts such as Newark residents face the nation's second greatest risk due to diesel emissions, the city being the nation's largest trash incinerator in the Northeast, and 25% of the school children in Newark face asthma which is double compared to the nation's average rate. 

The new initiative mentioned in the article wants to enhance Environmental Justice, good stewardship, and suistainable economic development by protecting the health of the residents in Newark, minimizing pollution, and by encouraging development that does affects Newark positively.