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S ocial agency / handprint
E nvironmental education
E mbedded justice
D ecentered deliberation
S elf-transcendence
(Hayward 2020)

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How might science outreach create opportunities to engage with environmental justice?

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How might science outreach create opportunities to engage with environmental justice?

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How might science outreach RESEARCH create opportunities to engage with environmental justice?

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Science teacher
Doctoral student
Science outreach coordinator
Teacher educator
Environmental scientist
Mom

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What else could science outreach look like?

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STEM club with elementary and university students

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STEM club with elementary and university students

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After school sessions at an urban public school

Youth-directed collaborative inquiry of environmental justice issues

Co-investigator groups of :

Youth (grades 5 & 6)

Future teachers (education majors)

Future scientists (environment majors)

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Supervisors: Allison Gonsalves & Blane Harvey

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Possibilities to create environmentally just futures

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Possibilities to create environmentally just futures

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Canadian curricula include climate and environmental sciences, but do not connect to justice or action. (Wynes & Nichols 2019)

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Transformative, transgressive social learning for sustainability (Lotz-Sisitka et al. 2020)

Cognitive and systemic change

Resistance and disruption

Co-construction of knowledge(s)

Social and environmental justice

Relational pedagogy of hope (Wals 2019)

Culture - nature binaries (Bang & Marin 2015)

Childhood-nature assemblages (Cutter-Mackenzie-Knowles, et al.  2020)

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How might we negotiate the tensions in science outreach research ? 

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How might we negotiate the tensions in science outreach research ? 

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Youth-led ↔️ University volunteers

Open inquiry  ↔️  Environmental justice

STEM  ↔️ Social action

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Heart-Head-Hands (Trott 2019)

Co-generative dialogues (Tobin 2006)

Co-research playspaces (Cutter-Mackenzie-Knowles & Rousell 2020)

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Ambitious Science Teaching (Windschitl et al. 2019)

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What other tensions do you notice?
What else should we consider?

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Please share any relevant or useful resources!  👇

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Bang, M., & Marin, A. (2015). Nature-culture constructs in science learning: Human/non-human agency and intentionality. Journal of Research in Science Teaching, ₅₂(4), 530–544. https://doi.org/10.1002/tea.21204

Barton, A. C., & Tan, E. (2010). We be burnin’! Agency, identity, and science learning. Journal of the Learning Sciences, ₁₉(2), 187–229. https://doi.org/10.1080/10508400903530044

Brennan, M. (2017). Struggles for teacher education in the age of the anthropocene. Journal of Education, ₆₉, 43–65.

Cutter-Mackenzie-Knowles, A., Malone, K., & E. Barratt Hacking, Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research (pp. 535–556). Springer International Publishing. https://doi.org/10.1007/978-3-319-67286-1_37

Gonsalves, A., Rahm, J., & Carvalho, A. (2013). “We could think of things that could be science”: Girls’ re-figuring of science in an out-of-school-time club. Journal of Research in Science Teaching, ₅₀(9), 1068–1097. https://doi.org/10.1002/tea.21105

Hayward, B. (2020). Children, Citizenship and Environment: #SchoolStrike Edition. Routledge. https://doi.org/10.4324/9781003000396

Kristjanson, P., Harvey, B., Van Epp, M., & Thornton, P. K. (2014). Social learning and sustainable development. Nature Climate Change, ₄(1), 5–7. https://doi.org/10.1038/nclimate2080

Lotz-Sisitka, H., Ali, M. B., Mphepo, G., Chaves, M., Macintyre, T., Pesanayi, T., Wals, A., Mukute, M., Kronlid, D., Tran, D. T., Joon, D., & McGarry, D. (2016). Co-designing research on transgressive learning in times of climate change. Current Opinion in Environmental Sustainability, ₂₀, 50–55. https://doi.org/10.1016/j.cosust.2016.04.004

Tuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, ₂₀(1), 1–23. https://doi.org/10.1080/13504622.2013.877708

Trott, C. D. (2019). Reshaping our world: Collaborating with children for community-based climate change action. Action Research, ₁₇(1), 42–62. https://doi.org/10.1177/1476750319829209

Windschitl, M., Thompson, J. J., & Braaten, M. L. (2018). Ambitious Science Teaching. Harvard Education Press.

Wynes, S., & Nicholas, K. A. (2019). Climate science curricula in Canadian secondary schools focus on human warming, not scientific consensus, impacts or solutions. PLOS ONE, ₁₄(7), e0218305. https://doi.org/10.1371/journal.pone.0218305

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Science outreach can provide settings for learner agency beyond constraints of traditional schooling. (Barton & Tan 2010)

Science clubs offer space for youth-led inquiry. (Gonsalves et al. 2013)

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What can we learn from each other about facilitating equitable collaborations among youth, teachers, and scientists around issues of environmental justice?

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Collaborative inquiry among youth, scientists, and teachers can produce new ways of learning about our environment. (Kristjanson et al. 2014)

Collaborative learning can act as lever for transformative education and engagement in environmental justice issues. (Brennan 2017)

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How is the outreach defined here, and where are they in the overall plan? Are they involved in the planning stage (as opposed to at the end)? So there is more student voice?

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How is the outreach defined here, and where are they in the overall plan? Are they involved in the planning stage (as opposed to at the end)? So there is more student voice?

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How do you get the students to examine the environment when their relatives work for the corporations or they may receive scholarships from the companies?

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How do you get the students to examine the environment when their relatives work for the corporations or they may receive scholarships from the companies?

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Who are the youth involved and where do they get involved?

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Who are the youth involved and where do they get involved?

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Can you use this opportunity to teach student teachers about "less is more" teaching - as in, a more facilitative style?

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Can you use this opportunity to teach student teachers about "less is more" teaching - as in, a more facilitative style?