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Oceania

Misria

Emerging technologies are increasingly being sought as interventions to intractable environmental and public health issues that promise to intensify on our warming planet. Genetically engineered mosquitoes could curb the impacts of mosquito-borne diseases like malaria and dengue. Solar geoengineering could use cloud thinning or aerosol scattering to reflect sunlight back into space and cool the planet. Adequate regulatory and governance mechanisms do not yet exist for these technologies, the impacts of which span international boundaries, and have the power to irreversibly alter environments. There is wide recognition from national and international bodies that decision-making processes surrounding these technologies must engage local and Indigenous communities whose lands and resources would be impacted by their trial and deployment. In response, public, community, and stakeholder “engagement” has taken center stage in the discourse on emerging environmental technology governance. Scientists and technologists are now compelled to engage publics and communities, as they recognize that some form of engagement or authorization will be requisite to the application of their technologies outside the laboratory. The language of participatory engagement abounds in scientific and governance literature on environmental technologies. These texts espouse the importance of co-design, relationship-building, shared decision-making, and mutual learning, and recognize the uneven power relations in which environmental decisions have historically been made. Yet, emergent practices of engagement leave much to be desired in terms of realizing their stated aspirations. Deficit model approaches frame publics and communities primarily as “lay people” needing to be educated before weighing in on decisions. In my fieldwork on one Pacific island where genetically modified mosquitoes are being considered for endangered bird conservation, I observed a focus group in a market research firm in which local and Indigenous residents were tested on their knowledge of invasive species biology and asked to rank radio advertisements and slogans about the modified mosquitoes. The conflation of engagement with marketing strategies and public relations campaigns prioritize the management of public perception over genuine dialogue or mutual learning. In theory, all the interest in engagement promises to open up meaningful possibilities for local and Indigenous communities to realize their rights to self-determination. In practice, strategic and instrumental approaches instead subdue opposition and manufacture consent. Legal mechanisms are needed to codify Indigenous rights in decision-making processes. Alternative approaches are needed that widen the focus beyond a single technofix to let communities define environmental challenges and collectively imagine solutions. Opposition should be read not as a barrier but as a generative site for inquiry, as often it is not the technology itself being refused but the exclusionary processes that surround its use. The most just solutions are likely to emerge from those very refusals. 

Taitingfong, Riley. 2023. "It’s all talk: how community engagement is failing in environmental technology governance." 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.

Responsive Curriculums

prerna_srigyan
  • 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