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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.

Kingspan workers: Two workers from Kingspan, Lucas Hernandez and Israel Maldonado, detailed both their unsafe working conditions at Kingspan and the response from the company when they submitted complaints. Note that this conversation was moderated with questions from Ms. Meredith Schafer. 

Dr. Shahir Masri: Dr. Masri oversaw the air pollution monitoring at Kingspan. He used worker-collected pollution data to quantify PM2.5 levels at the plant. 

Rev. Terry LePage: Rev. LePage spoke on behalf of CLUE, a faith-based organization that has helped with Kingspan unionization efforts and written letters to Kingspan re: the pollution and safety hazard complaints.

Jose Rea: Mr. Rea spoke on behalf of MPNA-GREEN, a community group that donated the AtmoTubes used for air pollution data collection. 

Before this event I hadn’t known much about faith-based community organizing (such as CLUE), and would like to investigate more about the role of these types of organizations in local EJ efforts.

The lack of importance that Kingspan has placed on employee complaints about safe work environments suggests a lack of inbuilt methods (e.g., regular strict evaluation of workplace standards) of holding a company like Kingspan accountable for the health of their workers, despite the existence of workplace standards.

This event showed the very real ways in which large corporations directly profit from cutting corners in ways that hurt the health of their lowest-wage workers. The effort it takes to hold a company accountable for the health of their workers is immense, and while the groups present at this event are clearly making it happen, this accountability is not systematically enforced and requires individuals and relatively small organizations to impose justice.

• The need for multiple agents to commit to EJ changes like this, including many not directly affected by it. 

• The power of both local and global community organization networks in creating change. 

• Civic responsibility as a necessary catalyst for political change and attention to certain issues.

Dr. Masri presented data collected by the Kingspan workers that clearly showed levels of air pollution at the plant that were much higher than EPA allowable levels during working hours. 

The event was primarily focused on efforts by Kingspan workers and supporting parties to get Kingspan to improve working conditions, especially indoor air pollution at the plant.

Attendees included: city council members, Kingspan workers, Greenpeace, Sierra Club, Climate Action Campaign. Notably, all the primary facilitators were white. One of the Kingspan workers required a Spanish-speaking interpreter. It was implied at one point that the workers were paid minimum wage, but I am not 100% sure of this.

The event was held over Zoom (but was primarily for and about workers in Santa Ana, CA) and was organized by the Labor Network for Sustainability.