Spring 2023 - to continue to learn, build, create experimental collaborative research methodologies with EcoGovLab participants.
To write (collaboratively) an article on collaborative methodology practiced within our lab.
To learn to negotiate incommensurabilities better while also developing ways to bridge difference, first in lab practices and second in engagements with other ej practitiones.
I bring visual and graphic expertise, good organization skills, focus on pedagogical issues;
We need social media skills, organizational skills, community organizing skills, expertise on environmental research; teaching;
Hopes: (1) collaborative work and the energy and momentum that comes in being accountable to one another; (2) accomplishment - to realize research objectives; to build something by bringing our individual insights and labor to bear on issues that impact communities. To highlight issues that are easily overwhelming to individuals; to create pedagogy that inspires and participates in epistemic justice practices; (3) to publish. My great weakness and desire to write collaboratively with others.
I live in Glendale, CA. I completed by PhD at UCLA in the Graduate School of Education in 2020. I am interested in collaborative, visual, and experitmental research methods. My dissertation used youth participatory action research (YPAR) to examine children's health knowledge of the chronic illness and organ (heart) transplantation. I am interested in how COVID-19 impacts youth educational experiences and reinforces educational disparities.
I can reached at ntanio[at]gmail[dot]com
I am especially interested in:
How are K-12 schools (primary and secondary schools) responding to the COVID-19 pandemic, what kind of support have they been given, what problems have emerged, and how are these problems being tracked and responded to?
How are universities responding to the COVID-19 pandemic, what kind of support have they been given, what problems have emerged, and how are these problems being tracked and responded to?
1. In the different instances of PECE (D-STS/TAF/etc.) are the artifacts/essays you have created in once instance available to cite/share in another? For example, how would you link an essay built for VTP into a TAF-California essay?
2. How to navigate the various levels of restriction remains unclear to me. For example, if I want to share and build an essay with a research partner but the project is not ready for prime time, how do I set restrictions to share work in progress? Is there a way for me to do a quality control tests to see how an essay looks to not-me participants.
3. I want to use PECE to build an annotated bibliography that typically addresses Traweek's 5 key aspects of a reading. Importing the citation to zotero is easy, and typically I would add notes to the zotero file, but if I want a more uniform notetaking and accessible bibliography PECE seems to be a better fit. For any given project how should I go about building a PECE essay that would be consistently allow new citations to be added along with ongoing and layered/laminated annotations?
I continue to be overwhelmed by how the COVID-19 public health crisis has exposed the fissures and weaknesses at intersecting levels of daily life. I have been focusing on K-12 and K-16 education in the US context and the impact distance learning in conjunction with the Black Lives Movement has had on schooling. For example at the end of Spring quarter the final week of undergraduate classes became explicitly "teach-ins." An attempt to democratize the zoom classroom/platform by passing hosting duties instead of the microphone around as multiple students asked and answered questions about the BLM movement in Los Angeles.
This summer multiple Canadian and the US private and public colleges and high schools have been challenged by instagram accounts often named, "blackat<<insert college/school>>" or "Dear_<<insert college/school>>" (ex: blackatsidwellfriends and dear_poly" which allow the anonomous reporting by BIPOC students of their experiences in classrooms and on campuses. These instagram accounts are then claimed to be "safe spaces" for BIPOC students and any pushback or critique is immediately labeled as attempts at gaslighting.
I am interested in the seeming cascading effect of COVID19 on education especially on student social activism, disciplining and resistance. A recent podcast by the Guardian about racism in British schools (https://www.theguardian.com/news/audio/2020/jul/23/the-shocking-truth-o…) seems to suggest that both in practices and in reporting what is happening within instagram has resonance beyond North American schools.
I am always interested in collaborating. I especially need more practice in collaborative writing.
Fridays at 6am PT can work, but then I would prefer 2x month versus weekly 6am meetings.
One smaller project, which I think is manageable for the upcoming PECE party, is to trace the history of the Los Angeles Unified School District (LAUSD) police department known as the Los Angeles School Police Dept. (LASPD) through a timeline project. There have been growing attempts to defund the LASPD in favor of programs that focus on student's physical and mental health. These efforts have failed thus far, yet it is an issue that continue to come before school board meetings.
Reading Amanda Windle's briefing note I was struck by the question of trust and authority, particularly its absence, and the challenges that raises for crafting a communications strategy for The Simon Community and, by extension, other communities.
In watching the US Senate Panel question public health experts, the inherent distrust toward science and scientists by many republican senators and Lt Governors remains alarming. Conversely Goldman Sach's recently issued a report that wearing masks could save the US economy a 5% hit to the GDP. If this report has an impact, will it signal that economists are more trustworthy that public health officials, or simply that monetary value is the only value that counts in COVID communications.
I am thinking about the interplay of these differing scales of authority and trust and how difficult it is for individuals, families and local communities and care groups to make sense of the competing messages in order to craft a reasonable, sensible strategy for negotiating risk.