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• 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 

Miriam Ticktin is an associate professor of anthropology at The New School for Social Research, as well as the Co-Director of Zolberg Institute for Migration and Mobility. This indicates that she writes this article from an anthropologic perspective rather than with a biological or political viewpoint.

Women in some countries are much more familiar and used to rape, in fact, they will openly answer questions about it in front of others. There is debate as to whether rape should be treated the same as other humanitarian efforts, or differently, as each way has benefits and drawbacks for the feminist movements and for humanitarian workers. This pushes humanitarianism to a stage with politics, world progress, and other changes. They only meant to help those in need, but by using their work to see where changes can be made, the world will hopefully be a better place.

Most of the argument is developed through the  Medecins Sans Frontieres (MSF) essays and reactions to the compilation. Laws, humanitarian efforts, and wars are also studied.

"But more significantly, in addition to revealing the reproduction of inequality, the fissures rendered visible by the entry of gender-based violence into humanitarian missions force an engagement with new forms of the political. Humanitarianism’s mission has expanded so that it now occupies a dominant place in the global political arena – whether humanitarians asked for this or not"

"It seems that humanitarianism, as universalism,both erases and depends on difference; on the one hand, it manages difference, declawing it so that it doesn’t tear apart the humanitarian kit, made to fit and rehabilitate everyone into a basic bare-bones humanity. That is, it assumes that difference ultimately leads back to sameness: to some nondescript, generic human survival. Yet on the other hand, humanitarianism is necessarily built on difference – the difference between two populations – those who have the power to protect, and those who need protection66 – those who suffer, and those who recognise and address suffering"

"It seems that MSF workers assumed that sexual violence would bring a particular sort of shame, greater than that accompanying other forms of violence or brutality; and therefore that it should be kept quiet, confidential, in the private realm. This particular approach stems from the historically and culturally situated belief that a woman’s chastity is her most precious possession and that sexual violence is more significant than other forms of violence – of course,the question is whether it is equally significant for female and male, straight and queer."

Most of the data came from the MSF book of essays as well as other humanitarian aid studies and data.

Emergency response is not directly addressed in this article, however there is likely some emergency response occuring in the countries that are needing the humanitarian aid. Hopefully the first responders there are well trained in responding to victims of sexual assault if that is something that they see more often, if it is something that people would call an ambulance for in those areas.

Many of the citations are from the MSF compilation, but others are clearly other studies or research articles. They are all from the past 20 years or so, since humanitarian and womens' sexual rights gained popularity and momentum around that time.

I followed up by looking at rape rates across the world, how rape is regarded in different countries, and when humanitarian aid started.

Miriam Ticktin is a professor of anthropology and co-director of Zolberg Institute for Migration and Mobility. She has a PhD in social sciences from Stanford and has many recent publications, all focused around immigration and humanitarianism, mainly overseas, as well as social research in these areas.

http://www.newschool.edu/nssr/faculty/?id=4d54-6379-4e44-4d35