chelseam's picture

Planting Justice: Examining the Potential for Alliances between Urban Garden Groups and Other Environmental Health Organizations

           Recently, our class has been confronted with many theorists who urge us to recognize that we exist in relation to one another and that our concerns are closely tied to others. Farmer reminded us that we live in an “increasingly interconnected world” (Farmer, 158). Barad urged us to “experience life like electrons” and be aware of the ways our lives and concerns are entangled with those we share the world with (Barad). Finally, Butler suggested that it is time to “expand what we mean when we say ‘we’” and to foster alliances across groups that have been subjected to various levels of “precarity” (Butler, Flexner Lecture 2). I decided to investigate the potential for alliances to be formed between the food justice movement and broader environmental health movement in the San Francisco Bay Area. The research led me to Planting Justice, an Oakland, CA based organization that seeks to increase access to organic produce by installing organic gardens in community spaces and private homes. By using the work of Growing Justice as a model, this web-event will seek to suggest ways that community gardens and the organizations that support them can mobilize political action on local environmental health issues.

chelseam's picture

Gender and Sexuality in the High School Biology Classroom: Fostering Critical Thinking and Active Engagement

    Gender and Sexuality in the High School Biology Classroom:

Fostering Critical Thinking and Active Engagement


Summary: This project was undertaken with the hope of changing the ways we think about teaching and engaging with science. This paper will discuss ways to help students recognize that science is interdisciplinary and can both affect and be affected by the social and/or political context it exists in.  

By asking students to think about the way science is presented and conducted, and giving them the tools to think about science not as an isolated body of information, but as a dynamic and shifting discipline, we will not only be encouraging more engaged science scholarship, but will also help students begin to notice the ways science is used as evidence in different contexts and evaluate these uses.


The goals of this project are two-fold. I hope to suggest ways for biology teachers:

Kaye's picture

Sex and Gender Differences in Cognition and Neurobiology

I just received an announcement about this very relevant conference that is being held at Drexel University College of Medicine on Thursday, October 27, 2011 from 9 am - 4 pm.  Regisration is free.  Please see the website for more information. 

Oak's picture

Class notes, 3-14

Sarah Schnellbacher's picture

Catholicism on Evolution and the Evolution of Catholicism

Catholicism on Evolution and the Evolution of Catholicism


Gavia's picture

Transects Evolit Final Paper

Final Project: Comparison

      I noticed partway through this course that the concept of storytelling has actually been use in a number of the courses I have taken so for, though it has been presented in different ways and for different purposes.  I have had the experience of three separate professors in three different disciplines give me a very similar assignment.  I found that, when I looked at these pieces in conjunction with this course that they seemed much more connected than I thought they were, I was able to trace some of my own academic development through them, and the styles I used to present them clearly showed how each class biased my presentation.

Apocalipsis's picture

Chorost & a Continuation of Teknolust

Our in class conversation on Monday with author Michael Chorost's skype was certainly dynamic. Although I enjoyed the topics discussed, I found that at one point I asked the wrong question and didn't get the more appropriate one across. If I could get the chance to speak with Chorost again, I'd ask him the following:

tangerines's picture

Art and Science... Great Gallery Exhibit from 2010

I thought others might enjoy images from a 2010 exhibit at Princeton called "Art of Science". They're really quite fascinating and beautiful.

From the "About" page:

"The Art of Science exhibition explores the interplay between science and art. These practices
both involve the pursuit of those moments of discovery when what you perceive suddenly
becomes more than the sum of its parts. Each piece in this exhibition is, in its own way, a
record of such a moment.

kelliott's picture

That Sound of What is Silence

I found Tian's presentation on information and musical notation to be incredibly intriguing. I have to admit, beginning the class with John Cage's 4'33" was a little awkward. I thought this "performance" would involve "performing"--I didn't think he would simply stand in front of the class. However, I came to realize I was naively approaching and defining what it is to "perform" and what it means to "listen." After a few minutes of silence, Tian asked the class, "What did you hear?" What did I hear?? Was this a trick question? I heard the cars passing by, I heard the hum of the projector... To my surprise, it turns out Cage's Four Minutes Thirty-Three is one of his most famous musical compositions--the catch, it involves no music.

anonymous123's picture

Objectivity in science and the physical world

 After class on Monday, I started thinking more about whether objectivity is possible in the physical world. The video we watched on Dr. Quantum and how particles react differently when being observed made me wonder if the behavior of the particles mirror the real world. Perhaps the way in which the world as we know it is actually classified by those who control information, despite what the actual fact of the matter is. When we discussed gender earlier in the course, we talked about how classifications are restricting. Perhaps these classifications, like many other classifications we use, actually mirror the views of those who create the classifications, and are subjective rather than objective.

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