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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.

META: Water seems to be one important medium through which NOLA envisions the “impacts” of the Anthropocene—scarcity, abundance, temporalities and spatial distributions, management of, and hazards that emerge in its context. Less is said about the causal or attributional aspects of the Anthropocene. How might water function as an entry point into the assemblages of local anthropocenics?

I found the NOLA Hazard Mitigation Plan for 2018, which frames the impacts of the Anthropocene as an intersection of weather extremes amid climate change and evolving vulnerabilities of its people. Four of seven items in the executive summary note water as central to local interventions: flood awareness, flood repair, flood mitigation, flood infrastructure. Too much water or water in the wrong places and the aftereffect of water on infrastructure and lives. One expression, then, is preparedness.

MACRO: Mitigation is an interesting analytic for the Anthropocene. In the US mitigation plans are shaped by the 1988 Stafford Act (which amended the 1974 Disaster Relief Act). Constraints on communities come through rules, regulations, policies, (dis)incentives, and surveillance by state and federal authorities. Much of this is bound by economic and administrative discourses.

Goals are set in this document—broken out by timelines, activities, priorities, and capabilities. Another expression is classification of anthropocenics by subfields and accounting metrics. How do we measure progress and what is deferred to the future, 5-10 years out from today, a goal that has no tangible accountability but is named and acknowledged. What are the practices of naming, responsibility, and making (in)visible in the Anthropocene?

BIO: One new initiative, Ready for Rain, in particular is of interest to me as it highlights the more neoliberal vision for how the public should self-regulate risk and mitigate harm. I hear this as an extension of a government agency program to make the nation Weather Ready. Other bullets highlight “green” buildings, energies, and infrastructures. These could be examples of how the city envisions the Anthropocene feedback loop of humans changing/planning for climate alterations, which is a fairly typical lens.

Some questions: What does the water do? What does the water know? If we trace water in all its instantiations (e.g. historical water, flow of water, chemistry of water, application of water, temperature of water), what do we learn about the future imaginaries of what NOLA will / could / ought to become?

Resilience is a term that is widely embraced by many in city management and planning. It holds the positive gloss not just of recovery but bouncing back better. To my ears, it has become one of many anthems of the Anthropocene, a kind of restrained tempo thrumming along through communities that will adapt to climate change (or seasonal-to-subseasonal climate variability post Trump). They will mitigate, innovate, transform, strategize in order to endure unanticipated shocks, both chronic and acute.

NOLA is one of 100 Resilient Cities named by the Rockefeller Foundation sometime in 2013. Like others selected across the globe, the city of New Orleans would benefit from the resources of a Chief Resilience Officer (CRO), an expert in resilience to be hired to work within city governance to develop a strategic plan; NOLA's was published in 2015. Selection of the cities for the "100 Resilient Cities" initiative was difficult, a competitive bid for resources based primarily on a city's recent experience with disaster, usually connected to a weather or climate extreme (e.g. hurricane, flood, etc). Resources were provided via the hierarchy of the CRO, sometimes to hire staff, develop training for the community, and create working groups and to write the stratetic plan. As one former directer of NOLA RC said of this opportunity provided by Katrina, the disaster that qualified NOLA for Rockefeller monies, it demonstrates the need for an the age of resilience. In what ways is resilience measured, accounted for, adjudicated and managed through or in spite of this strategic document? 

The language of resilience includes many terms that I think of as a collective imaginary of utopian preparedness, a vision for a nation that is--in the parlance of the weather prediction community in which I work--weather ready. Through the filter of resilience, then, vulnerability (another problematic term) is eradicated through individual action, community engineering, and adherance to strategic policies like 100RC. Yet how does this image of NOLA, one of "mindful citizenry" engaged in "partnerships" around the city (terms used in their summary video), match with the realities of living in NOLA, today and in the everyday future?

Resilience is also a term widely critiqued in STS and the broader social science and humanistic disciplines. For good reason. Common questions in this literature: What counts as resilience? Who decides? At what costs? Resilience against what? What does resilience elide? How has the discourse of resilience reframed individual and community accountability? What is the political economy of resilience? I'm interested in the discourses of preparedness and planning, and "the eventness" of disaster, as Scott has highlighted many times. But my concern is not just to critique and tear down concepts like resilence (or vulnerability). I worry that we then evicerate common lexicons of hope and imaginaries of the future that do some good. How are we as field campus participants and those who re-envision or reveal the quotidian reflexive? How do we triage the Anthropocene amid our own state of compromise--as scholars, participants in Capitalism, in post colonialism, humans? What are our ethical commitments? How do we make good? 

The nation’s busiest subway system sustained the worst damage in its 108 years of operation on October 29, 2012, as a result of Hurricane Sandy. Millions of people were left without service for at least one week after the storm, as the Metropolitan Transportation Authority rapidly worked to repair extensive flood damage (Photo credit: William Vantuono, Railway Age Magazine, 2012).