Search

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.

Astrophysics is a discipline that has a lot to do with environmental justice, even if it doesn’t look like so. Astrophysics research nowadays involves both large cutting-edge infrastructures and a great number of people and institutions, usually at international level. Most of these projects require to be placed in very specific environments, which are not very common on our planet, to function in the best conditions. The territories chosen to host large facilities for astrophysics, as remote as they can be, are not empty. In most cases, they are inhabited (or regularly frequented) by people who are not always involved in the decision process and may see the construction as an invasion of lands they have owned or occupied for centuries. In this context, we believe that what pulls people away from environmental justice advocacy, especially those who do not live in or near these territories, is the lack of information and awareness about this topic, which may cause strongly polarized opinions and harshful discussions on the topic. To try to fill this gap, as science communicators we decided to develop a game-based activity which fosters the debate about this connection. Among our inspirations is the struggle of the protectors of Mauna a Wākea, on the Big Island of Hawai‘i. The mountaintop is a sacred place for Native Hawaiians, who have been fighting to protect their ancestral land from the construction of the Thirty Meter Telescope (TMT). There are many other examples of large astronomical infrastructures and their impact on territories, including in our own country (Italy), some more virtuous than others, that show how the Astrophysics research world is strongly connected to environmental justice. For this activity, we chose the Creative Commons PlayDecide format, which aims to facilitate simple, respectful and fact-based group discussions. The game consists of a different set of cards containing facts about the topic, issues for different interest groups and personal stories of fictional individuals who are involved or affected by the topic. By telling the stories of different characters involved in this kind of situation, we aim to enlarge the debate, fostering the change of perspective of players. We wish that many people around the world download and use the game, either during public outreach activities with schools and the general public or as a self-awareness exercise within the astronomical community. The game does not refer to a specific facility, but we researched study cases related to astronomical observatories in sites such as Mauna a Wākea (Hawaiʻi), Kitt Peak and Mount Graham (Arizona), the Sardinia Radio Telescope in Italy as well as ongoing projects such as the SKA Observatory in South Africa and Australia. In particular, for the story cards, we strived to provide a balance in terms of gender and affected communities, trying as much as we could to avoid stereotypes, in the awareness that we, as the authors of the activity, are a group of white, female astronomers from a G7 country.

Toniolo, Rachele and Claudia Mignone. 2023. "Some students play the PlayDecide activity at a Science Festival in Italy." 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.

This text builds from earlier conceptions of the term “land dispossession” and “land grab”. As defined by the 2011 International Land Coalition, land grabbing specifically refers to large scale land acquisitions that are “ in violation of human rights, without prior consent of the preexisting land users, and with no consideration of social and environmental impacts”. Characterization of land grabs and their resulting harms most commonly considers the effect of physical displacement and harms within the articulated “grabbed” area (Nyantakyi-Frimpong, 2017;Ogwand, 2018;  huaserman, 2018). Li and Pan seek to expand the frame of analysis for land grabs beyond the site of grabbed land to consider the full extent of harms associated with land grabs both geographically (via pollution spillover to areas outside of “grabbed land”) and temporally (via latent “expulsion by pollution). 

 “While the villagers are not passive victims and have adopted various resistance strategies, the space for them to struggle and achieve success is confined and shaped by the existing power asymmetry in which local villagers, capital and local government are embedded.”  (Li and Pan, 2021, p 418). 

“...this framing of land dispossession is problematic in two aspects. Firstly, it obscures an invisible form of land dispossession in which people still maintain control of their land but its use value is damaged by pollution. This kind of indirect land dispossession could lead to expulsion, not due to the direct loss of control over land but by it being rendered useless by pollution.” Li and Pan, 2021, p 409). 

 This text employs a case study approach to characterize how villagers in a village in China have been displaced “in-place” as a result of new industrial activities within the area  (all specific details have been hidden within the publication, wherein the names of villager groups and the site of study itself is referenced only by coded letters). The scale of analysis primarily centers at the village level, though analysis of the case study itself extends towards the country level specifically when analysis of state actors are involved. 

Authors Hua Li and Lu Pan are scholars from China. Li is  affiliated with the College of Humanities and Law at Taiyuan University of Technology, wherein her research focuses specifically on water politics, environmental justice, and rural development and agrarian change. Pan is affiliated with the College of Humanities and Development at China Agricultural University. Her research interests include marginalized communities, rural development, and agrarian change.