Biology and Social Justice: Syllabus

Donna McDermott

drm2676@gmail.com

Course Description:

Biology is a powerful tool through which to understand the world, but it is not the only tool. Students in this course will connect biological topics such as medicine, agriculture, and conservation to the social justice issues that drive conflict and change in our world.

Course topics are viewed through an interdisciplinary lens in order to better consider the impact of biological advances on a variety of human stakeholders. Students will develop their ability to critically analyze scientific output and to communicate that analysis through constructive pathways.

Class Goals:

Throughout this class, students will work toward a greater ability to:

• · Defend or critique biological practices from the POV of various stakeholders (industries, academics, racial/gender/ethnic/LGBTQ identity groups, patients, farmers, etc.)

• · Connect the history of biological fields to modern biology practices

• · Think creatively and analytically about how problematic biological practices can change while useful practices are supported

• · Critically analyze reports of biological activity for relevance, accuracy, logical fallacy, and social impact

Assignments:

a) Conference Leading (20 points): Students will be split into groups, with each student assigned to lead one "conference" for their group mates (of four conferences in the semester). This student will be responsible for reading the assigned conference reading and finding an additional piece of media that connects to the assignment. They'll create a short presentation for their group members, and create a list of discussion questions that address class themes for their "conference."

b) Conference Participation (10 points total): Students will attend three of four in-class conferences with their group mates in the semester. They'll be responsible for reading the assigned reading and participating in their discussion from the point of view of a particular stakeholder, as discussed in the class period before the conference.

c) Critical Analysis of a Medical issue (20 points): Students will identify a point of conflict or under addressed need in the medical world, and will write an essay using critical analysis techniques we'll discuss in class to address that issue from the point of view of various stakeholders.

d) Imagine Otherwise Final Project (30 points): Students will 1) identify potential problems in biological industry, research, or communication and 2) propose an informed, creative solution to that problem in a written description and shared class presentation.

e) One-on-one Proposals (10 points): During the shared class presentation of final projects, students will be responsible for identifying 1 or 2 other students with whom their "Imagine Otherwise" proposal overlaps. This group of students will use the final class period to plan a rough experimental design that could address the efficacy of their proposals.

f) Class participation (10 points): Students should make an effort to express their opinions during class discussion, and to prepare ahead of class time by reading material to ensure that those opinions are informed. Students should also avoid dominating class conversations in a way that denies other students' ability to speak.

Schedule of Topics and Readings

Intro- Who does science?

Week 1

Critical Analysis and Logical Fallacies

• "What is Critical Reading" University of Leicester Guide

Communication

• "Tone Argument as Logical Fallacy" by Fargo North, Decoder

• "'But I didn’t mean it!' Why it’s so hard to prioritize impacts over intents." in Scientific American

Week 2

Social Justice 101

• "Mapping the Margins: Intersectonality, Identity Politics, and Violence Against Women of Color" by Kimberle Crenshaw

A "Typical" scientist

• "Race, gender and environmentalism: The atypical values and beliefs of white men." Kalof et al 2002

Week 3

• Philosophies of Science

• "What Role Do Values Play in Scientific Inquiry?" by Daniel McKaughan

Conference 1

"Weaving Indigenous and sustainability sciences to diversify our methods" Johnson et al. 2015

Unit 2- Medicine

Week 4

Medical Testing

• "Normal Exposure and Innoculation Syphillis" Susan Reverby

Medical Services

• Readings from "People's Science: Bodies and Rights on the Stem Cell Frontier" by Ruha Benjamin

Week 5

Invited Speaker: an actual medical practitioner

Conference 2

"Curanderismo as Holistic Medicine" by Gilbert Arizaga

Week 6

Eugenics

• "Home" by Toni Morrison

Week 7

Project 1- Critical Analysis of a Medical Issue

Unit 3- Agriculture

Week 8

Who grows food?

• Cesar Chavez "1989 Address by Cesar Chavez, on the Perils of Pesticides to Pacific Lutheran University"

Week 9

Where is food grown?

• "Agroecology: The ecology of Food Systems" Francis et al. 2003

Week 10

Alternative Agricultures

• "The Seed and The Earth" Vandana Shiva

Conference 3

"Monsanto Vs. Indian Farmers" and "Myths of the Green Revolution and GMOs" by Vandana Shiva

Unit 4- Conservation

Week 11

Rural Land

• "'Look to the Mountain' Reflections on Indigenous Ecology" by Gregory Cajete

• "Bounding the Land" by William Cronon

Week 12

Urban Land

• "Carbon Capture" by Jonathan Franzen

Conference 4

• "The Problem of White Settlers in the Tropics" by A. Grenfell Price

Week 13

"North Pole" Viewing

Week 14

Final Presentations, One-on-One Mini-Proposals