Search

Over half of the neighborhoods in Santa Ana (shown in pink on the map below), California are designated disadvantaged communities (DACs) by CalEnviroScreen, the leading tool for assessing environmental injustice in California. GREEN-MPNA, a community-based organization in Santa Ana, is working to change this through its DAC-X campaign: an action-oriented movement to reduce disadvantage through pollution reduction, health equity, economic justice, and inclusive governance. Aware of the risks of gentrification, the goal is to x-out disadvantage in a way that empowers rather than displaces current communities. The University of California EcoGovLab has worked closely with GREEN-MPNA on the design and development of the DAC-X campaign. The four pillars of the campaign were chosen, in part, because they align with the State of California’s own criteria for designating communities as disadvantaged. DAC-X’s design also draws together a diverse array of advocacy organizations, government agencies and schools working against issues that contribute to disadvantage, knitting together threads of work that often run in parallel. The long term goal is to increase these organizations’ collective capacity to address disadvantage – in a way that recognizes the intersectionalities and cross-scale interactions that produce it. One tactic we have used to advance the DAC-X campaign is the staging of Environmental Justice Stakeholder Meetings that bring relevant governmental agencies together in one room to speak and respond to Santa Ana residents.Thus far, these meetings have focused on pollution reduction and inclusive governance. Going forward, we will continue to grow our network of alliances in Santa Ana by organizing Environmental Justice Stakeholder Meetings to address other pillars of the DAC-X campaign, bringing for example, health equity advocates to the table, or educational institutions that could support workforce development. The DAC-X campaign itself – and this poster – also results from an alliance – between EcoGovLab (Browne, Adams, Fortun) and GREEN-MPNA (Flores, Gutierrez & Rea).

Browne, Aiden, James Adam, Jose Rea and Kim Fortun. 2023. "GREEN-MPNA's DAC-X Campaign for Environmental Justice: Designing for Alliance." 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.

Act 35, United Teachers of New Orleans, white flight and school integration, DEI and racialization; will be important to conceptualize overall linking of education to political economy. Further, the text produces many questions for me: How do reforms become spaces for racecraft? How might education restructuring in NOLA provide insight to education restructuring post- and during disaster? How does it help questioning the normative and the prescriptive? 

Further, in interviews of new hires of charter schools, Tompkins reveals how they are ambivalent about what they can do and about their positionalities and ethics, arguing that it leads to atomization and desocialization of the individual, and that prevents collective action. How can ambivalence be interpreted as a space for collective potential rather than collective paralysis? Can it be interpreted as such? Since action does not follow knowledge of contradictions and ambivalence, how can this subjectivity be articulated as politically productive?

Teach 3.11 was developed to serve students and general public. It allows the public to have more access to different books, teaching material, and research regarding disasters. The website was built in response to the Fukushima disaster of 2011, in order to provide "an educational space for understanding the history, memory, and context of social disasters" (Teach 3.11). The editorial team has members from different countries, reflecting the international collaboration that natural and nuclear disasters require. With it's availability in six different languages, public contribution and comments enabled on articles gives a global platform for discussion and sharing. They are currently accepting papers for their "Terms of Disaster" collection.

This system was built for academia worldwide to study the historical context behind technical and scientific issues related to large-scale disasters. They enhance the knowledge of scholars of where science and technology, history, and Asia meet. The site uses volunteers to translate various resources into English, Japanese, Korean, Bahasa Indonesia, and Chinese so many people can share in the knowledge that others have.

Students, professors, and others in academia appear to use the the site to blog about their experiences in Japan as it relates to diasters.

It appears that the funding for the development came from Nanyang Techonological University in Singapore. The system is maintained and kept current by numerous international volunteers who contribute content.

The data is presented much like on Twitter or Facebook with a timeline showing the most recent information first with a small exerpt of the article and the ability to click on a "read more" button to view the article in full.

Users can voice interest in annotating or translating works to teach3eleven [at] gmail.com. The website operators maintain a listing of works that they would like annotated. Users can also share annotations via twitter, facebook, tumbler, google+, and email. Users are also able to comment on the articles directly on the website and can reply to eachothers comments for discussion there as well.

This system seems to rely upon Blogs@NTU to keep their system updated. They also rely upon plugins for social media in order to have their annotations shared on those respective platforms.

I'm not sure if other systems have been modeled off this one; however, it seems as though the Disaster STS network uses a similar system of annotating works in order to share their concepts and engage in discussions with others.