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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 text doesn’t really go there because it seems to be taking CSR at face value - so it’s saying the corporation isn’t really doing CSR. Author isn’t arguing that CSR forecloses anything but that the corporation’s actions foreclose any “real” social responsibility.

They rename the things that people accuse them of, even as they acknowledge the accusation. They keep using the term “biosolids” instead of “hazardous waste” or “toxins”. They produced reports that denied each allegation. From their Our Environmental Values 2003 report: “In our opinion, the balance of evidence including testing and analysis by independent laboratories and the Indian government shows that the allegations against Coca Cola have not been substantiated.” They also tried to show progress against the accusations with their CSR initiatives - including reduction of water use ratio, rainwater harvesting, HIV AIDS projects - cooperating with USAID and UN. They also build up an image of corporate philanthropy with sponsoring sports, especially the Olympics and FIFA, and just branding by having their vending machines on college campuses. 

They tried to suppress a report that shows how toxic their waste is, and that it is useless as fertilizer (I did like the “extraordinary practice of distributing toxic wastes to the farmers as fertilizers” quote on 108). 

There’s no exploration of what corporate actors are thinking. Or really the villagers either. The corporation here is portrayed as willfully and knowingly destroying the lives and livelihoods of the marginalized people of India. The CSR reports are mostly empty and incorrect responses to the accusations coca cola faced, so they don’t really claim any help.

The corporation really denies its responsibility here… simply refusing to put on their labels the chemical makeup of their product. They do perform an extent of responsibility about the water usage, though they twist the words of the report commissioned by High Court of Kerala to make it seem like it’s really just the low rainfall that’s making a water shortage, and that the court endorses their continued use of the groundwater. The author says “independent study” in quotes - but doesn’t get into to what extent and the study was compromised. 

The article points out the differences in how Coca Cola behaves in the US and UK versus in India - the US products don’t contain pesticides and do comply to laws about levels of toxic materials in beverages. In the UK, complaints about the product led to recalls. In India they deny that the consumer has the right to know what poison chemicals are in the beverage even though Indian law does grant this right to consumers, even after the court has found there to be harmful and illegal levels of toxins in the beverages.

The corporation just doesn’t listen to the court demands that the state courts rule in India. The High Court of Rajasthan ruled that coca cola had to test the beverages and disclose on the labels the full composition, including chemicals that were found in the drink. Coca Cola just refused - they said it was not required by law, and didn’t even brand their action as CSR. Elsewhere they claimed that their levels complied with the law or were better. (Even though it was just not true in this case). “Not bound by law to make such a disclosure, and that if the water it uses does contain pesticides, the company could hardly be held responsible for it… ...Divulging information with regard to the presence or absence of DDT from its beverages was not relevant to the debate. It even went so far as to question the material relevance of such information imparted to the consumers, denying that the consumers had any right to an informed choice before selecting, buying, and consuming the products…. Refused to comply…” p114. They just complained this was part of trade war

Author says CSR rises alongside end of “golden age of capitalism” - and along with “accumulation by dispossession” (Harvey 2003). knowledge/discourse of CSR: corporation qualifies itself as a citizen to “live down the crises of legitimation/ confidence” p106.

Emily Goldmann is a PhD and MPH (Master of Public Health) at the College of Global Public Health. She focuses on environmental and social causes of mental health and their consequences. While she doesn't focus on disasters, her studies intersect with those in which we are interested in: Global Health and causes of mental health disorders.

Sandro Galea is a physician and epidemiologist at Boston School of Public Health. He has a long list of other positions of research at other colleges as well. He focuses on how the social aspects of a community create mental disorders, particularly urban communities where mood-anxiety and substance abuse disorders are common. He has a particular focus also upon mass-trauma and disasters and how they affect the mental health of the world long term, such as 9-11 and Hurricane Katrina. He studies precisely what is relevant to the DSTS Network in these cases, where he looks at the mental health consequences instead of the physical consequences of these disasters.

The understanding of disasters and their relation to global mental health, both to those who suffered directly from then and to those who were part of the greater community of those who suffered, is constantly evolving. Analyzation of past research and the current methods of study allow the global community to effectively understand and treat mental health on a large scale.

"At this point, the burden of mental disorders after disasters has been well documented, and interest in the course of trajectory of psychological symptoms following disasters is growing."

"Persons who live in a community where a disaster hsa occured may differ in their degree of exposure in the event. They may be affected directly, being present at the disaster site, or indirectly, having loved ones present at the disaster site or seeing images of the disaster in the media."

"Ongoing stressors such as job loss, property damage, marital stress, physical health conditions related to the disaster, and displacement are often experienced by those affected by the disaster... Low levels of and reductions in social support are also associated iwth post-disaster psychological symptoms."