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Hawai'i

Misria
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The ASTROMOVES project captures the career decision-making of astrophysicists and those in adjacent sciences, with particular attention to ‘intersectional’ identities, sex/gender diversity and visible/invisible disabilities. Qualitative interviews were recorded online (due to the Pandemic) and each scientist was assigned an Indigenous Hawaiian pseudonym. This was a subversive move to remind astrophysicists of the enormous debt they owe to the Hawaiian people for the use of their sacred mountain tops. All of the scientists consented to having a Hawaiian name. Seven scientists chose their own pseudonyms, most were Hawaiian place names: Maui, Waikiki, Waiheke, and Holualoa. Two Brazilians likewise chose Indigenous place names: Caramuru and Paraguaçu. The last name chosen was Kū'oko'a. Kū'oko'a is the Hawaiian concept of freedom, of which I was unaware. When questioned by editors, I had to evoke my Oahu birth as my right to use Hawaiian pseudonyms. For my visualizations, I chose to not use the Mercator projection which artificially enlarges Europe, instead I use the Peters projection or equal area map. Thus, Europe is de-emphasized by showing its area relative to the rest of the world. 

Holbrook, Jarita. 2023. "Visualizing Astrophysicists’ Careers." 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

Alliance Building & Recognitional Justice in Schools

prerna_srigyan
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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?

 

srigyan annotation on behringer 1

prerna_srigyan
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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.

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joerene.aviles
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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.

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harrison.leinweber
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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.

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harrison.leinweber
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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.

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harrison.leinweber
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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.