Amid increasing calls for students to use data in new ways and engage with issues of social justice in STEM contexts, we report on a curriculum development project in which students explore environmental racism through data. Drawing from syncretic approaches to learning, we support youth in putting their own personal experiences and social narratives into direct conversation with large quantitative datasets through storytelling. We report on our design, as well as the successes and challenges of implementing this curriculum with youth from privileged backgrounds. We describe the in-the-moment adjustments we made to support our students’ sensemaking about racialized phenomena and suggest modifications for future iterations of the curriculum, including the need to support race-conscious analyses, scaffold the integration of historical and political evidence with quantitative data, and focus the course on discussions of whiteness and privilege.
Wilkerson, M. H.
Mapping racespace: Data stories as a tool for environmental and spatial justice.
Occasional Paper Series,