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Love Canal, USA

Misria
In response to

Residents of Love Canal, in the Niagara Falls region of Western New York, were alerted to signs of a toxic waste crisis involving the lethal chemical byproduct dioxin in the late 1970s. Residents learned about the crisis through news media, community activism and research, and their own visceral experiences – they could smell noxious fumes, noticed black sludge seeping into their basements, and saw children falling ill. Activists and academics carried out community-based research to survey the area in an effort to understand the extent of the hazard and its effects – data that they saw as missing, at the time – in turn generating evidence of changes in health and pregnancy abnormalities. In doing so, members of the community aimed to hold corporate and government stakeholders accountable to evacuate residents, organize remediation, and strengthen scientific studies and interventions to care for residents. Regional health authorities, however, dismissed community-based studies as “useless housewife data”. Activists responded by scrutinizing government and scientific studies, critiquing a lack of ecological validity and trustworthiness. Residents and community groups’ advocacy contributed to their exercise of epistemic authority, the creation of archival records and initiatives tracking the crisis over the last five decades, and wider public attention to Love Canal and other sites like it.

Image Description and Source: "Map showing distribution of symptoms believed to be caused by Love Canal pollutants," Digital Collections - University at Buffalo Libraries, May 1982.

Shankar, Saguna. 2023. "What's the Use of Data? Epistemic Authority and Environmental Injustice at Love Canal." In 4S Paraconference X EiJ: Building a Global Record, curated by Misria Shaik Ali. Kim Fortun, Phillio Baum and Prerna Srigyvan. Annual Meeting of the Society for Social Studies of Science. Honolulu, Hawaiti, Nov 8-11.

Responsive Curriculums

prerna_srigyan
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  • The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

  • I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

  • Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

  • A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

  • National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

  • National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

  • Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students 

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neemapatel128
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The main point of the article was that EPA researchers input portable air sensors that monitor levels of particulate matter and nitrogen oxide- pollutants that cause short and long-term health effects and are regulated under Clean Air Act. The goal was to get good on-the-ground air quality data for our environmental justice community. Data that is collected, understood, and used by those being directly impacted by the pollution. This was supported by the input of EPA air sensors installed into the communities. 

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neemapatel128
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  • Many of the 50,000 residents of Ironbound are overburdened by polluting facilities and air pollutants from the second largest seaport in the country, an international airport, and rail lines.

  • 25% percent of the children in the community suffer from asthma, which is three times the state average.

  • The technical resources developed for the Ironbound community can be used by other communities across the country to develop their own air monitoring programs in areas where pollution is a concern.