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California’s Central Valley is arguably the most productive agricultural region in the world. Despite making up only 1% of all farmland in the United States, it produces 250 different crops that make up a quarter of all food consumed in the U.S., including close to half of all fruit, nuts, and table foods. The map included below shows the variety and intensity of this kind of cultivation. This level of agricultural production has been made possible by the dominance of industrial agriculture interests at all levels of government, resulting in one of the most physically altered landscapes in the world. These alterations focused in large part on water, the biggest limiting factor for industrial agriculture in a region technically classified as a desert. Over the course of the 20th century, the largest body of freshwater west of the Mississippi–Tulare Lake–was drained to make more land available, the Central Valley Project and State Water Project built thousands of miles of canals and tens of dams to control the supply of water for irrigation, and massive groundwater aquifers were pumped nearly dry during drought years. These transformations were accomplished through the utilization of rhetoric that emphasizes the centrality of the farmer identity to the American political imaginary (despite the massive distance between Californian industrial agriculture and the Jeffersonian agrarian ideal) and the unique importance of providing the nation’s food. This kind of exceptionalism has characterized agriculture across the United States since its inception and has repeatedly produced other forms of social injustice (e.g., the exclusion of agricultural laborers from U.S. labor protections) that compound the hazardous effects of its environmental injustices.

Source

Vo, Katie, Taranjot Bhari and Margaret Tebbe. 2023. Industrial Agriculture in California's Central Valley. 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.

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.

California’s Central Valley is arguably the most productive agricultural region in the world. Despite making up only 1% of all farmland in the United States, it produces 250 different crops that make up a quarter of all food consumed in the U.S., including close to half of all fruit, nuts, and table foods. The map included below shows the variety and intensity of this kind of cultivation. This level of agricultural production has been made possible by the dominance of industrial agriculture interests at all levels of government, resulting in one of the most physically altered landscapes in the world. These alterations focused in large part on water, the biggest limiting factor for industrial agriculture in a region technically classified as a desert. Over the course of the 20th century, the largest body of freshwater west of the Mississippi–Tulare Lake–was drained to make more land available, the Central Valley Project and State Water Project built thousands of miles of canals and tens of dams to control the supply of water for irrigation, and massive groundwater aquifers were pumped nearly dry during drought years. These transformations were accomplished through the utilization of rhetoric that emphasizes the centrality of the farmer identity to the American political imaginary (despite the massive distance between Californian industrial agriculture and the Jeffersonian agrarian ideal) and the unique importance of providing the nation’s food. This kind of exceptionalism has characterized agriculture across the United States since its inception and has repeatedly produced other forms of social injustice (e.g., the exclusion of agricultural laborers from U.S. labor protections) that compound the hazardous effects of its environmental injustices.

Vo, Katie, Taranjot Bhari and Margaret Tebbe. 2023. "Industrial Agriculture in California's Central Valley." 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.

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