TY - GEN
T1 - Reimagining Justice-Oriented Science Education through Disaster Memories
T2 - 18th International Conference of the Learning Sciences, ICLS 2024
AU - Park, Wonyong
AU - Waight, Noemi
AU - St. Vil, Christopher
AU - Miles, Monica
AU - Mozaffari, Fatemeh
N1 - Publisher Copyright:
© ISLS.
PY - 2024
Y1 - 2024
N2 - In line with the increasing emphasis on the role of science education in challenging injustices and promoting social justice, this paper presents an ongoing project that seeks to address disaster justice issues in the context of the Buffalo Blizzard of 2022. The project uses the theoretical lens of disaster justice to document the experiences of families, science teachers and community leaders in Buffalo to identify the injustices during the blizzard that left 31 people dead. The social justice issues revealed from the interviews-those of distribution, representation and recognition-lead to co-constructing principles and priorities for science and climate education in Buffalo, NY. In this paper, we present the study background, theoretical framework, and early findings that emerged from interviews with community members. The findings suggest ways in which science education can help redress the needs and goals of marginalized and vulnerable communities in the context of climate disasters.
AB - In line with the increasing emphasis on the role of science education in challenging injustices and promoting social justice, this paper presents an ongoing project that seeks to address disaster justice issues in the context of the Buffalo Blizzard of 2022. The project uses the theoretical lens of disaster justice to document the experiences of families, science teachers and community leaders in Buffalo to identify the injustices during the blizzard that left 31 people dead. The social justice issues revealed from the interviews-those of distribution, representation and recognition-lead to co-constructing principles and priorities for science and climate education in Buffalo, NY. In this paper, we present the study background, theoretical framework, and early findings that emerged from interviews with community members. The findings suggest ways in which science education can help redress the needs and goals of marginalized and vulnerable communities in the context of climate disasters.
UR - https://www.scopus.com/pages/publications/105005826769
U2 - 10.22318/icls2024.108238
DO - 10.22318/icls2024.108238
M3 - Conference contribution
AN - SCOPUS:105005826769
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 1574
EP - 1577
BT - ISLS Annual Meeting 2024
A2 - Lindgren, Robb
A2 - Asino, Tutaleni
A2 - Kyza, Eleni A.
A2 - Looi, Chee-Kit
A2 - Keifert, D. Teo
A2 - Suarez, Enrique
PB - International Society of the Learning Sciences (ISLS)
Y2 - 10 June 2024 through 14 June 2024
ER -