Cudahy elementary school’s struggle for environmental justice foregrounds how sites of industrialization connect to organization of schools and other public institutions. I am curious about the work of organizations involved in the struggle–Cudahy Alliance for Justice, East Yard Communities for Environmental Justice (EYCEJ). I am also curious about the tactics and strategies used by these individuals and organizations to attain recognitional justice (being heard and listened to): how did they get DTSC and the school district to get them to listen? Further, the latter half of the story focuses on the proposed construction of a charter school nearby the elementary school: How do environmental governance and education restructuring shape each other?
The table on p. 26 on “Levels of Community Participation in Research” naturally raises the question for the reader: Where on this continuum are we?
The concise overview of engaged scholarship models: how do they overlap with similar approaches in pedagogy?
What political developments have shaped engaged scholarship? For example, neoliberal restructuring has appropriated CBPR for market-oriented research and strengthened corporate-humanitarian networks rather than developing community capacities.
I want to think more about the idea of the timeline of community-university partnerships: are there benefits to short-term partnerships as well? Do all partnerships need to be sustainable to be mutually beneficial and meaningful?
“Under a 1986 federal law titled the Emergency Medical Treatment and Labor Act (EMTALA), hospitals are required to treat people who come to the ED presenting with an emergency medical condition, defined as a condition that, without treatment, will likely lead to serious impairment or death. … EMTALA is one of the largest federal mandates to provide services to have gone unfunded (Friedman 2011); costs instead fall on states and local health care systems.” 481