Annotated Bibliography – EDFN 492
Gardening and Soil Quality – The Difference a Zip-Code can Make
Choules, K. (2007). The shifting sands of social justice discourse: From situating the problem with “them,” to situating it with “us”. The review of education, pedagogy, and cultural studies, Vol. 29, 461-481.
1st off – love the opening quote:
“Overcoming poverty is not a gesture of charity, it is an act of justice.” (Nelson Mandela, February 2005).
I think this is an idea that all people of privilege need to become aware of, as many times those of privilege assume that those suffering under any type of oppression somehow either deserve to be where they are (laziness) or are only receptacles of charity when. The reality is that sometimes, no matter how hard we try, some forms of oppression are simply inescapable…it is only just then that we (as a population) destroy those forms of oppression and stigmatization all together.
This is a very powerful peer reviewed article which serves to help those of privilege find a way to understand those of oppression. The paper discusses how charity, human rights, and privilege all act individually as well as together to create, further/foster, and (hopefully, one day) destroy injustices and oppression within communities. This is a great piece which will offer context to my arguments to teach my content area with a SJE lens to both my principal, the board of education, and to the parents who will, probably, not be happy that I am introducing their children to the idea that their privilege is something to be concerned about. Specifically, I appreciate the part of the article that focuses on resistance (pg. 477) and how to best teach the ideas of SJ and inequality to those of privilege.
Di Chiro, G. (2006). Teaching urban ecology: Environmental studies and the pedagogy of intersectionality. Feminist Teacher, Vol. 16(2), 98-109.
This peer reviewed article uses a case study of one of the authors own classes in which she finds that there is interconnectedness, and therefore intersectionality, in how we teach for environmental justice. This article has a “how to” feeling to it, although the author does mention other pedagogical practices with accomplish the goal of teaching environmental justice too. Human health, ecological integrity, and social justice are all three things that are very interrelated within the scope of environmental justice as each relates to how oppression and privilege play a part in where and how we live and die. I hope to use this article as a reference for my rationale to the administrators/board of education, as well as with my peer teachers and students to show that SJE and community involvement can change not only how we view our environment and social practices but how these views impact things like health, mortality of populations, and overall society within ALL populations involved.
Friere, P. (2011). Pedagogy of the oppressed. New York: Continuum.
Paulo Friere is one of the foremost voices on the topic of social justice pedagogy. I find this book to be full of interesting and powerful thoughts in regards to the counter-narrative. Not only does Friere make extremely valid points about the oppressed, but about their oppressors as well. Chapter 1, in particular, is useful for the topic of encouraging those of privilege to recognize their level(s) of privilege and act upon it so that they, too, can be freed of the bonds that their privilege forces upon them.
Freudenburg, W.R. (2006). Environmental degradation, disproportionality, and the double diversion: Reaching out, reaching ahead, and reaching beyond. Rural Sociology, Vol. 74(1), 3-32.
This peer reviewed article does not deal directly with instruction or education of either an oppressed or privileged audience. Rather the author, who has worked extensively with global populations of oppressed communities to “fix” environmental ills, focuses on how to impact the environment and the communities involved within that environment through active community involvement. This is relevant to my projects focus because, in the long term, I want to initiate a better directed community outreach program with my privileged students aimed at helping those of less privileged populations locally. I will probably use snippets of this journal article in class as reading material that will, hopefully, have an impact on my students and their willingness to get involved in communities that need help but are not their own.
Kruidenier, D., and Morrison, S. (2013). Avoid the banking model in social and environmental justice education: Interrogate the tensions. Educational Studies, Vol. 49, 430-442.
This peer reviewed article is important to my topic as a reference and data collection piece for the argument that I will need to present to my administrators and peer teachers in my rational for using SJE with my content. It is heavy with conceptualizations and arguments for teaching SJ as well as making valid arguments/statements addressing the need for SJE in our current education system and society. The authors are both university professors who teach pre-service teachers and seem to truly believe in the art and use of SJE.
Minkler, M., Vasquez, V.B., Tajik, M., and Petersen, D. (2008). Promoting environmental justice through community-based participatory research: The role of community and partnership capacity. Health Education & Behavior, Vol. 35(1), 119-137.
This peer reviewed article presents a case study of how community based participatory research was used in the USA to analyze environmental health issues and feeding the information and findings to political figures in the hopes of changing policies and public attitudes toward the environment. This paper focuses on how case studies, such as this, are a key component to achieving public policy change and attitudes toward such policies. This paper presents a wonderful educational reference in the importance of providing true data when attempting to prove or dis-prove theories. It is important to my project as it provides context and guidance for my students in their journey to help those affected by poor quality soils, etc. MInkler, et.al. list qualities that are found in successful partnerships and collaborations which result in successful changes to policies.
Murtadha, K. (2009). Notes from the (battle)field for equity in education. Leadership And Policy In Schools, 8(3), 342-354.
“Abstract:
There is a growing public awareness of the national drop-out crisis, but it does not, in the author's view, tell the whole story. It does not call attention to the fact that the most glaring need for new teachers and principals is in high-poverty areas where teaching conditions are the most challenging and where official public support has often been minimal. It does not reflect a concern within the educational community that the mission of public education is being deliberately redirected to private market forces to serve the interests of privilege rather than being allowed to fulfill its historical mission of providing a fair chance for all children. If everyone cares to they can cultivate community literacy and make public the children's educational issues that confront diverse and ever-changing communities, recognizing that the children's concerns effect large numbers of people beyond the schoolhouse walls. The work then becomes collective in that it involves many different parties, some of whom are not in the school setting (e.g., community service organizations, businesses, health and human service providers) and the public scholars engages ongoing dialogue about educational concerns while inviting critical intellectual feedback. The author poses a model that calls for difficult and sustained work on the part of educational leaders. It seeks to more fully engage and develop systems of human caring in and around schools. The author suggests that leaders who are attentive to power and conflict work with their communities, utilize a cultural studies approach that examines decision making and leadership practices, and uncovers societal, institutional, and individual practices. Ethnographic tools can be used to discover, analyze, and reframe educational processes in relation to social formations and political processes.” (Murtadha, 2009)
Again – I must include this abstract until ILLIAD delivers my article. I hope to find that this article will give me insight into how privileged students are further allowed to live a privileged life through access to better education, even in rural areas where such access is usually very rare. I hope to use this to further my argument that those of privilege must understand their privileges and use them to support the creation of true equity in our society.
NOTE – As of Sunday, 25March2015, this article still has not made it to my ILLIAD account.
Nurenberg, D. (2011). What does injustice have to do with me? A pedagogy of the privileged. Harvard Educational Review, Vol. 81(1), 50-63.
Nurenburg is a teacher of language arts and sociology in an affluent high school. His peer reviewed article makes valid points about teaching literature from a social justice lens, by using authors of color, etc. His focus in on keeping interest in the topics so that the students of privilege do not succumb to “not-learning” in the same way that those of oppression succumb to “not-learning” when they encounter literature and topics which they find irrelevant to their lives. In this case, reading literature of oppression by the oppressed whey the students are mainly those of privilege. An interesting read that will allow my topic and project many great quotes and further leads for other research articles that could be relevant to my arguments.
Perkinson, J.W. (2012). Pedagogy beyond piracy: Un-learning the white body to recreate a body of learning. Teaching Theology & Religion, Vol. 15(4), 323-337.
This article pertains to my topic 100%! The author is a professor at Ecumenical Theological Seminary and has written this peer reviewed essay as a means to discuss how engagement of suburban white students in urban communities of mostly colored populations can result in questions from the students and the involved communities. This article presents the challenge of being white while being involved in multicultural education. It evokes many questions about processes and methods. However, I find that the pedagogy involved in the article is sound and solid. It has merit as a basis for how to teach SJE, regardless of student population.
Seider, S. (2009). Social justice in the suburbs. Educational Leadership, May, 54-58.
This peer-reviewed article is a research based article about high school students of privilege in the suburbs and how they interact with social justice teachings and recognizing their own privilege. The article brings up many interesting ideas about how students of privilege think about their privilege and how they act, or refuse to act, to help those without privilege. Seider warns against teaching these students too quickly or directly about how their privilege as this could actually push these students away from helping for fear of becoming oppressed. Instead, Seider recommends that we teach students of privilege with many tiny pushes so that they can embrace the idea of privilege and use it to help. I hope to use this only as a resource, as I think our students are much more flexible and capable of understanding their privilege and the “perks” it brings them so long as it in presented in the context of academic content (in this case, science).
Shriver, T.E., and Webb, G.R. (2009). Rethinking the scope of environmental injustice: Perceptions of health hazards in a rural Native American community exposed to carbon black. Rural Sociology, Vol. 74(2), 270-292.
This peer reviewed article provides another case study of how a population of underprivileged and oppressed individuals reacts to, and deals with, environmental injustices. The population studied by Shriver and Webb are the Ponca Tribe American Indians of Oklahoma. They have been exposed to Carbon Black, a toxic rubber compound, which has caused many health issues among the tribal population. There are one on one interviews which should act as a great lure to get my students’ attention. I plan to use excerpts from this article as discussion pieces about how environmental injustices occur in even remote and rural areas, it’s not just another “urban problem”.
Tzou, C. T., & Bell, P. (2012). The role of borders in environmental education: Positioning, power and marginality. Ethnography and Education, 7(2), 265-282.
“Abstract:
In this study, we argue that in order to understand the underlying causes of inequities in education, we need to look outside specific educational settings to the larger social, historical and political structures behind those inequities. Therefore, in this work we take a social justice perspective to look at the relationship between environmental science education, dominant environmental narratives and how places and youth are constructed and positioned through environmental education. To this end, we examine how "borders"--and their corresponding margins--construct place in environmental education and to discuss implications of this construction of place for issues of environmental justice and equity. Borders both demarcate categories and serve to reify existing social and political relationships. Therefore, we ask the following questions: (1) What is the role of borders in constructing place in environmental education? (2) How do youth position themselves with respect to these borders? and (3) What are implications for the design of environmental education learning environments that work towards goals of social and environmental justice? We found that prevailing environmental education narratives construct borders using what we call discourses of fear and privilege, and that these boundaries position communities and youth in ways that reify existing social and political power relationships. We also found that youth resist these constructions both through counter-script and performance of identity. (Contains 1 table and 1 figure.)” (Tzou and Bell, 2012)
I have included the abstract for this article as I have not yet gotten it from ILLIAD and REALLY want to read it for use in my project! I think that, as the abstract illustrates, this article should speak volumes about environmental justice and how the borders (ANY borders) are drawn based on race and class divisions; either purposefully or accidentally. I am a strong believer that MOST borders weren’t created with malicious intent, at least not in modern America. However, I also acknowledge that there are borders within our own towns and cities that divide us as humans and must be broken down. I hope to receive this article shortly so that I may examine its true relevance to my work.
NOTE – As of Sunday, 25March2015, this article still has not made it to my ILLIAD account.
Watt, S.K. (2007). Difficult dialogues, privilege and social justice: Uses of the privileged identity exploration (PIE) model in student affairs practice. The College Student Affairs Journal, Vol. 26(2), 114-126.
I really like this peer-reviewed article as it relates directly to what Seider was investigating in his article (SJ in the Suburbs, 2009). This article discusses 8 “defense” models of behavior associated with SJE which privileged student’s exhibit when engaged with SJE/curriculum. It shows how the behaviors occur and what obstacles to learning these behaviors create for teachers who wish to teach for SJ in a privileged school. I find this extremely relevant to my topic of teaching environmental justice to a privileged audience as this will help me to define and narrow my approach to SJE in the content area of biology. Hopefully this article will give me insight into how the privileged student thinks, and save me time in the long run by having to re-teach things that my privileged students would otherwise “not learn” due to perceived irrelevance.
Gardening and Soil Quality – The Difference a Zip-Code can Make
Choules, K. (2007). The shifting sands of social justice discourse: From situating the problem with “them,” to situating it with “us”. The review of education, pedagogy, and cultural studies, Vol. 29, 461-481.
1st off – love the opening quote:
“Overcoming poverty is not a gesture of charity, it is an act of justice.” (Nelson Mandela, February 2005).
I think this is an idea that all people of privilege need to become aware of, as many times those of privilege assume that those suffering under any type of oppression somehow either deserve to be where they are (laziness) or are only receptacles of charity when. The reality is that sometimes, no matter how hard we try, some forms of oppression are simply inescapable…it is only just then that we (as a population) destroy those forms of oppression and stigmatization all together.
This is a very powerful peer reviewed article which serves to help those of privilege find a way to understand those of oppression. The paper discusses how charity, human rights, and privilege all act individually as well as together to create, further/foster, and (hopefully, one day) destroy injustices and oppression within communities. This is a great piece which will offer context to my arguments to teach my content area with a SJE lens to both my principal, the board of education, and to the parents who will, probably, not be happy that I am introducing their children to the idea that their privilege is something to be concerned about. Specifically, I appreciate the part of the article that focuses on resistance (pg. 477) and how to best teach the ideas of SJ and inequality to those of privilege.
Di Chiro, G. (2006). Teaching urban ecology: Environmental studies and the pedagogy of intersectionality. Feminist Teacher, Vol. 16(2), 98-109.
This peer reviewed article uses a case study of one of the authors own classes in which she finds that there is interconnectedness, and therefore intersectionality, in how we teach for environmental justice. This article has a “how to” feeling to it, although the author does mention other pedagogical practices with accomplish the goal of teaching environmental justice too. Human health, ecological integrity, and social justice are all three things that are very interrelated within the scope of environmental justice as each relates to how oppression and privilege play a part in where and how we live and die. I hope to use this article as a reference for my rationale to the administrators/board of education, as well as with my peer teachers and students to show that SJE and community involvement can change not only how we view our environment and social practices but how these views impact things like health, mortality of populations, and overall society within ALL populations involved.
Friere, P. (2011). Pedagogy of the oppressed. New York: Continuum.
Paulo Friere is one of the foremost voices on the topic of social justice pedagogy. I find this book to be full of interesting and powerful thoughts in regards to the counter-narrative. Not only does Friere make extremely valid points about the oppressed, but about their oppressors as well. Chapter 1, in particular, is useful for the topic of encouraging those of privilege to recognize their level(s) of privilege and act upon it so that they, too, can be freed of the bonds that their privilege forces upon them.
Freudenburg, W.R. (2006). Environmental degradation, disproportionality, and the double diversion: Reaching out, reaching ahead, and reaching beyond. Rural Sociology, Vol. 74(1), 3-32.
This peer reviewed article does not deal directly with instruction or education of either an oppressed or privileged audience. Rather the author, who has worked extensively with global populations of oppressed communities to “fix” environmental ills, focuses on how to impact the environment and the communities involved within that environment through active community involvement. This is relevant to my projects focus because, in the long term, I want to initiate a better directed community outreach program with my privileged students aimed at helping those of less privileged populations locally. I will probably use snippets of this journal article in class as reading material that will, hopefully, have an impact on my students and their willingness to get involved in communities that need help but are not their own.
Kruidenier, D., and Morrison, S. (2013). Avoid the banking model in social and environmental justice education: Interrogate the tensions. Educational Studies, Vol. 49, 430-442.
This peer reviewed article is important to my topic as a reference and data collection piece for the argument that I will need to present to my administrators and peer teachers in my rational for using SJE with my content. It is heavy with conceptualizations and arguments for teaching SJ as well as making valid arguments/statements addressing the need for SJE in our current education system and society. The authors are both university professors who teach pre-service teachers and seem to truly believe in the art and use of SJE.
Minkler, M., Vasquez, V.B., Tajik, M., and Petersen, D. (2008). Promoting environmental justice through community-based participatory research: The role of community and partnership capacity. Health Education & Behavior, Vol. 35(1), 119-137.
This peer reviewed article presents a case study of how community based participatory research was used in the USA to analyze environmental health issues and feeding the information and findings to political figures in the hopes of changing policies and public attitudes toward the environment. This paper focuses on how case studies, such as this, are a key component to achieving public policy change and attitudes toward such policies. This paper presents a wonderful educational reference in the importance of providing true data when attempting to prove or dis-prove theories. It is important to my project as it provides context and guidance for my students in their journey to help those affected by poor quality soils, etc. MInkler, et.al. list qualities that are found in successful partnerships and collaborations which result in successful changes to policies.
Murtadha, K. (2009). Notes from the (battle)field for equity in education. Leadership And Policy In Schools, 8(3), 342-354.
“Abstract:
There is a growing public awareness of the national drop-out crisis, but it does not, in the author's view, tell the whole story. It does not call attention to the fact that the most glaring need for new teachers and principals is in high-poverty areas where teaching conditions are the most challenging and where official public support has often been minimal. It does not reflect a concern within the educational community that the mission of public education is being deliberately redirected to private market forces to serve the interests of privilege rather than being allowed to fulfill its historical mission of providing a fair chance for all children. If everyone cares to they can cultivate community literacy and make public the children's educational issues that confront diverse and ever-changing communities, recognizing that the children's concerns effect large numbers of people beyond the schoolhouse walls. The work then becomes collective in that it involves many different parties, some of whom are not in the school setting (e.g., community service organizations, businesses, health and human service providers) and the public scholars engages ongoing dialogue about educational concerns while inviting critical intellectual feedback. The author poses a model that calls for difficult and sustained work on the part of educational leaders. It seeks to more fully engage and develop systems of human caring in and around schools. The author suggests that leaders who are attentive to power and conflict work with their communities, utilize a cultural studies approach that examines decision making and leadership practices, and uncovers societal, institutional, and individual practices. Ethnographic tools can be used to discover, analyze, and reframe educational processes in relation to social formations and political processes.” (Murtadha, 2009)
Again – I must include this abstract until ILLIAD delivers my article. I hope to find that this article will give me insight into how privileged students are further allowed to live a privileged life through access to better education, even in rural areas where such access is usually very rare. I hope to use this to further my argument that those of privilege must understand their privileges and use them to support the creation of true equity in our society.
NOTE – As of Sunday, 25March2015, this article still has not made it to my ILLIAD account.
Nurenberg, D. (2011). What does injustice have to do with me? A pedagogy of the privileged. Harvard Educational Review, Vol. 81(1), 50-63.
Nurenburg is a teacher of language arts and sociology in an affluent high school. His peer reviewed article makes valid points about teaching literature from a social justice lens, by using authors of color, etc. His focus in on keeping interest in the topics so that the students of privilege do not succumb to “not-learning” in the same way that those of oppression succumb to “not-learning” when they encounter literature and topics which they find irrelevant to their lives. In this case, reading literature of oppression by the oppressed whey the students are mainly those of privilege. An interesting read that will allow my topic and project many great quotes and further leads for other research articles that could be relevant to my arguments.
Perkinson, J.W. (2012). Pedagogy beyond piracy: Un-learning the white body to recreate a body of learning. Teaching Theology & Religion, Vol. 15(4), 323-337.
This article pertains to my topic 100%! The author is a professor at Ecumenical Theological Seminary and has written this peer reviewed essay as a means to discuss how engagement of suburban white students in urban communities of mostly colored populations can result in questions from the students and the involved communities. This article presents the challenge of being white while being involved in multicultural education. It evokes many questions about processes and methods. However, I find that the pedagogy involved in the article is sound and solid. It has merit as a basis for how to teach SJE, regardless of student population.
Seider, S. (2009). Social justice in the suburbs. Educational Leadership, May, 54-58.
This peer-reviewed article is a research based article about high school students of privilege in the suburbs and how they interact with social justice teachings and recognizing their own privilege. The article brings up many interesting ideas about how students of privilege think about their privilege and how they act, or refuse to act, to help those without privilege. Seider warns against teaching these students too quickly or directly about how their privilege as this could actually push these students away from helping for fear of becoming oppressed. Instead, Seider recommends that we teach students of privilege with many tiny pushes so that they can embrace the idea of privilege and use it to help. I hope to use this only as a resource, as I think our students are much more flexible and capable of understanding their privilege and the “perks” it brings them so long as it in presented in the context of academic content (in this case, science).
Shriver, T.E., and Webb, G.R. (2009). Rethinking the scope of environmental injustice: Perceptions of health hazards in a rural Native American community exposed to carbon black. Rural Sociology, Vol. 74(2), 270-292.
This peer reviewed article provides another case study of how a population of underprivileged and oppressed individuals reacts to, and deals with, environmental injustices. The population studied by Shriver and Webb are the Ponca Tribe American Indians of Oklahoma. They have been exposed to Carbon Black, a toxic rubber compound, which has caused many health issues among the tribal population. There are one on one interviews which should act as a great lure to get my students’ attention. I plan to use excerpts from this article as discussion pieces about how environmental injustices occur in even remote and rural areas, it’s not just another “urban problem”.
Tzou, C. T., & Bell, P. (2012). The role of borders in environmental education: Positioning, power and marginality. Ethnography and Education, 7(2), 265-282.
“Abstract:
In this study, we argue that in order to understand the underlying causes of inequities in education, we need to look outside specific educational settings to the larger social, historical and political structures behind those inequities. Therefore, in this work we take a social justice perspective to look at the relationship between environmental science education, dominant environmental narratives and how places and youth are constructed and positioned through environmental education. To this end, we examine how "borders"--and their corresponding margins--construct place in environmental education and to discuss implications of this construction of place for issues of environmental justice and equity. Borders both demarcate categories and serve to reify existing social and political relationships. Therefore, we ask the following questions: (1) What is the role of borders in constructing place in environmental education? (2) How do youth position themselves with respect to these borders? and (3) What are implications for the design of environmental education learning environments that work towards goals of social and environmental justice? We found that prevailing environmental education narratives construct borders using what we call discourses of fear and privilege, and that these boundaries position communities and youth in ways that reify existing social and political power relationships. We also found that youth resist these constructions both through counter-script and performance of identity. (Contains 1 table and 1 figure.)” (Tzou and Bell, 2012)
I have included the abstract for this article as I have not yet gotten it from ILLIAD and REALLY want to read it for use in my project! I think that, as the abstract illustrates, this article should speak volumes about environmental justice and how the borders (ANY borders) are drawn based on race and class divisions; either purposefully or accidentally. I am a strong believer that MOST borders weren’t created with malicious intent, at least not in modern America. However, I also acknowledge that there are borders within our own towns and cities that divide us as humans and must be broken down. I hope to receive this article shortly so that I may examine its true relevance to my work.
NOTE – As of Sunday, 25March2015, this article still has not made it to my ILLIAD account.
Watt, S.K. (2007). Difficult dialogues, privilege and social justice: Uses of the privileged identity exploration (PIE) model in student affairs practice. The College Student Affairs Journal, Vol. 26(2), 114-126.
I really like this peer-reviewed article as it relates directly to what Seider was investigating in his article (SJ in the Suburbs, 2009). This article discusses 8 “defense” models of behavior associated with SJE which privileged student’s exhibit when engaged with SJE/curriculum. It shows how the behaviors occur and what obstacles to learning these behaviors create for teachers who wish to teach for SJ in a privileged school. I find this extremely relevant to my topic of teaching environmental justice to a privileged audience as this will help me to define and narrow my approach to SJE in the content area of biology. Hopefully this article will give me insight into how the privileged student thinks, and save me time in the long run by having to re-teach things that my privileged students would otherwise “not learn” due to perceived irrelevance.