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In my experience working with archaeologists, I have observed numerous instances where these experts show exceptional dedication to address epistemic injustices that have persisted within the field since its inception. Archaeology has its origins in colonialism and has developed based on what archaeologists considered "impartial" investigations of marginalized communities. In practice, this meant that archaeologists, who were often seen as authorities on the past, crafted narratives based on their own interpretations, emphasizing objects they deemed relevant to their chosen stories. This way of doing archaeology created epistemic injustices that have perpetuated misconceptions and inaccurate narratives about the lives of communities, both in contemporary times and throughout history. Recognizing this problematic historical legacy, archaeologists have recently made significant efforts to integrate the voices and practices of marginalized communities into their work, often through participatory approaches in scientific research. While these endeavors have yielded positive outcomes, challenges persist because the way communities perceive and understand the world (ontologies and epistemologies) is significantly distinct from the way archaeologists, using their scientific methods and theories, perceive and understand the world. Even with the most robust collaborative efforts in place, this distinction persists and may result in the continuation of various epistemic injustices. One notable example is the practice of elevating scientific evidence, affording it greater importance, credibility, and authority, sometimes at the expense of lived experiences and oral histories. Procedural injustices also persist, partly due to the legal framework governing archaeological practices, which primarily aligns with scientific perspectives rather than community perspectives, benefiting the scientific community. For instance, current regulations in certain states in the US permit landowners to have unrestricted control over the archaeological materials excavated on their properties, irrespective of their historical or cultural connection to the original communities to whom these materials belong. Archaeologists have displayed determined efforts to address historical injustices, but there is still a substantial amount of work ahead. As they navigate challenges, some ask themselves a crucial question: Can the practice of archaeology as we know it withstand the profound transformation necessary to emerge as a truly equitable and inclusive discipline? 

Image Description: "My hand and some of the materials I encountered in the field."

Domingues, Amanda. 2023. "Archaelogy and "impartial" investigations of marginalized communities." 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.

Cudahy elementary school’s struggle for environmental justice foregrounds how sites of industrialization connect to organization of schools and other public institutions. I am curious about the work of organizations involved in the struggle–Cudahy Alliance for Justice, East Yard Communities for Environmental Justice (EYCEJ). I am also curious about the tactics and strategies used by these individuals and organizations to attain recognitional justice (being heard and listened to): how did they get DTSC and the school district to get them to listen? Further, the latter half of the story focuses on the proposed construction of a charter school nearby the elementary school: How do environmental governance and education restructuring shape each other?

The podcast episode tells the story of the Park View Elementary School in Cudahy, LA County. Located on a former toxic dump, parents and educators have been involved in decades’ long fight to remediate and clean up the school land. That fight has not been easy. They have encountered an apathetic school district and a slowly-moving Dept. of Toxic Substances Control.  The coalition of parents, educators, and activists gained traction by collaborating with Spanish language media productions. The school closed down for a cleanup and reopened in 2001, but students and educators still reported feeling sick. They later found out that the cleanup had been planned to be short-term and a longer remediation plan was underway. Many parents shifted schools. The story continued with the proposal to build a charter school just a few miles away from the elementary school and from a former Exide battery recycling plant. The podcast offers a narrative-style discussion of cumulative impacts, mapping tools that make it possible to visualize different datasets to display disproportionate burdens, and structural and recognitional injustices that the parents and educators faced.

this graph is a perfect representation of the affects any thing can have on communities.  this graph can be correlated with things like natural disasters and their would be an increase in numbers.

The sources of resilience come when the economy improves.  This graph shows that the poverty rate had increased from 2008-2009 because of the recession the country went through.

Food stamp (SNAP) rolls increased over the years, and the article addresses that this is a sign of poverty.  The USDA is an agency that administers food stamps.