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The political process is also always a learning process, a process of attunement. And becoming attuned to relations of power also means becoming compromised, to a certain degree, despite whether this attunement takes the form of compliance or resistance. For instance, the oil and gas industry has had a large influence on the structure and character of renewable energy advocacy in Austin, Texas, even as it was being developed as a strategy of resistance to petroculture. In particular, there was the purposeful move to imitate the mineral rights contracts that the oil and gas industry had developed in order to drill on private land, creating similarly structured leasing agreements for what would come to be known as “wind farms” in many of the same locations as former drilling sites. The idea here was to create a wealthy landowning class that could help lobby for renewable energy, much like previous land owners had for the oil and gas industry. Secondly, the Texas Renewable Energy Industry Association (TREIA) collectively decided to invite the utility industry to join their ranks in order to pursue renewable energy at the utility scale through the use of Renewable Portfolio Standards. And while Austin’s early energy advocates still speak of this as a winning strategy (and indeed it was), it also reproduced the utility as a center of power and promoted a top-down style of environmental advocacy that had long shut Austin's minoritized and marginalized communities out of its environmental benefits. Building support in this way, by appealing to those who are not only likely to share your perspective and its blindspots, but that have also already shaped the political landscape in their interest, this creates the perfect conditions for injustices to transpire, persist, and even intensify. Thus, part of the struggle for just transition entails keeping the question of what counts as environmental justice or injustice held open at the same time that the former is being pursued and/or the latter resisted. 

Adam, James. 2023. "Petro-ghosts." 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.

• 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 

I think that if it is possible to reconcile both developments, since both are necessary for social development we should look for policies that help to live with both. If a sustainable use of the industry is made, it can offer favorable living conditions and at the same time not harm the environment.