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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.

The political process is also always a learning process, a process of attunement. And becoming attuned to relations of power also means becoming compromised, to a certain degree, despite whether this attunement takes the form of compliance or resistance. For instance, the oil and gas industry has had a large influence on the structure and character of renewable energy advocacy in Austin, Texas, even as it was being developed as a strategy of resistance to petroculture. In particular, there was the purposeful move to imitate the mineral rights contracts that the oil and gas industry had developed in order to drill on private land, creating similarly structured leasing agreements for what would come to be known as “wind farms” in many of the same locations as former drilling sites. The idea here was to create a wealthy landowning class that could help lobby for renewable energy, much like previous land owners had for the oil and gas industry. Secondly, the Texas Renewable Energy Industry Association (TREIA) collectively decided to invite the utility industry to join their ranks in order to pursue renewable energy at the utility scale through the use of Renewable Portfolio Standards. And while Austin’s early energy advocates still speak of this as a winning strategy (and indeed it was), it also reproduced the utility as a center of power and promoted a top-down style of environmental advocacy that had long shut Austin's minoritized and marginalized communities out of its environmental benefits. Building support in this way, by appealing to those who are not only likely to share your perspective and its blindspots, but that have also already shaped the political landscape in their interest, this creates the perfect conditions for injustices to transpire, persist, and even intensify. Thus, part of the struggle for just transition entails keeping the question of what counts as environmental justice or injustice held open at the same time that the former is being pursued and/or the latter resisted. 

Adam, James. 2023. "Petro-ghosts." 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.