A Conspiracy to Resurrect Life and Social Justice in Science Curriculum with Henrietta Lacks: A Play

This dissertation is a theoretical inquiry into alternative pedagogies that challenge current standardized practices in the field of science education. Building upon a wide array of work, such as philosophy and history of science (Haraway, 1989, 1991,1997, 2000, 2007; Harding 1991, 1998; Latour, 1987, 1991/1993, 1991; Rheinberger, 1992, 2010; Serres, 1982/2007,1991/1997, 2010/2012), curriculum studies and science curriculum (Appelbaum, 2001, 2010; Barone, 1990, 2000; Blades, 1997, 2001; Calabrese-Barton, 2003, 2011; Cartwright, 1999; Doll, 1993; Grumet, 1999; He, 2003,2008, 2009,2013; Lather, 1997,2007,2010; Schubert, 1986, 2009; Schwab, 1978; Weaver, 2001, 2004, 2010, 2015); and playwriting (Brody, 2011; Innes, 2002; and Mighton, 1987, 1988), I explore how the stories of Henrietta Lacks become part of a conspiracy to change science education. Conversations directly involving Henrietta Lacks were inspired by the writings of Hannah Landecker (1999, 2000, 2007), Rebecca Skloot (2010), and Priscilla Wald (2012a, 2012b). I create imaginary dialogues which serve as the theoretical framework for each chapter. Each chapter unfolds in a form of a play with imaginary settings and events that bring Henrietta Lacks back from the grave to participate in conversations about science, society and social justice. I interweave my personal experience and the experiences of my students with the stories of Henrietta Lacks and her famous HeLa cells. The conversations are based on the researcher’s experiences in graduate courses, direct quotations from philosophers of science, historians of science, science educators, and curriculum theorists, and use of the story of Henrietta Lacks in a high school biology classroom. Commentary follows each Act in the play. The play describes the journey of a graduate student/high school teacher as she researches the importance of the philosophy of science, history of science, science curriculum and social justice in science education. Through reflections on the created conversations, the role of the story of Henrietta Lacks is examined and described in multiple settings, beginning in an imaginary academic meeting and ending with student conversations in a classroom. Each setting provides a space for conversation participants to explore their personal connections with science, science curriculum, issues of social justice related to science, and Henrietta Lacks. Through my dissertation inquiry, I call for a multidimensional science curriculum that contests a linear standardized science curriculum, builds upon philosophy of science and history of science, and acts upon social justice through the telling and sharing of the story of Henrietta Lacks

Acid-Base Regulation in Three Marine Teleosts: The Oyster Toadfish (\u3cem\u3eOpsanus tau\u3c/em\u3e), the Winter Flounder (\u3cem\u3ePseudopleuronectes americanus\u3c/em\u3e), and the Long-Horned Sculpin (\u3cem\u3eMyoxocephalus octodecimspinosus\u3c/em\u3e)

In this study, three species of marine fish were exposed to a variety of dilute salinities in order to determine what effects exposure to diluted seawater may have on acid-base and ion balance. The oyster toadfish (Opsanus tau) and the winter flounder (Pseudopleuronectes americanus) are considered to be able to live in a broad range of salinities, euryhaline (Evans, 1979). The long-homed sculpin, Myoxocephalus octodecimspinosus, is considered to be a stenohaline fish, not able to withstand drastic changes in ambient salinity (Claibome and Evans, 1988). Initially, toadfish exposed to 20 mM diluted seawater took up ΔH+ from the surrounding environment. However, after seven additional days in this salinity, net transfers returned to control levels. This indicates that toadfish are able to regulate the loss of ΔNH4+ and ΔHCO3- to the environment. Preliminary blood data show that these fish can also regulate [Cl-] loss during exposure to low salinities. In 5 mM diluted seawater, ΔH+ uptake increased approximately three times that observed in the 20 mM group. After an additional four days in 5 mM, net transfers were still significantly below control excretion rates and mortality was noted. Flounder exposed to 20 mM diluted seawater did not show any significant change in excretion rates of the fish that were maintained in a tank of 20 mM diluted seawater an additional week, only one fish survived the entire week. Sculpin were able to withstand exposure to 20 mM diluted seawater for periods of 24 hours. During this 24-hour period fish exhibited a rapid loss of ΔHCO3-, but no change in plasma pH. Sculpin survived 100 mM diluted seawater very well. Following 11 days of exposure to 100 mM seawater, excretion rates were not significantly different from seawater control values. When placed in 20 mM diluted seawater following a long 100 mM adaptation, fish did begin to lose ΔHCO3-, but this rate was significantly lower (p≤0.05) than the rate for fish that were transferred directly from seawater to 20 mM diluted seawater. Adjusting osmolarity and injections of epinephrine did not assist the sculpin in 20 mM diluted seawater. The kidneys are able to make up for 35% of the total ΔH+ lost from the fish. The ability of the toadfish and flounder to adjust acid-base losses in dilute salinities may be the key to their survival. It is interesting that the sculpin is able to maintain a constant pH during the acidosis that occurs in dilute salinities. Our indirect evidence suggests that bone demineralization is a source of the observed acidbase alterations during 20 mM exposure

Science Curriculum, Conversations, and Henrietta Lacks

This work is a theoretical inquiry into alternative pedagogies that challenge current standardized practices in the field of science education. Building upon a wide array of work, such as philosophy and history of science (Haraway, 1989, 1991,1997; Harding 1991, 1998; Latour, 1987, 1991/1993; Rheinberger, 1992, 2010; Serres, 1982/2007,1991/1997, 2010/2012), curriculum studies and science curriculum (Appelbaum, 2001, 2010; Barone, 1990, 2000; Blades, 1997, 2001; Calabrese-Barton, 2003, 2011; Cartwright, 1999; Doll, 1993; Grumet, 1999; He, 2003,2008, 2009,2013; Lather, 1997,2007,2010; Schubert, 1986, 2009; Schwab, 1978; Weaver, 2001, 2004, 2010, 2015); and playwriting (Brody, 2011; and Mighton, 1987, 1988), I explore how the stories of Henrietta Lacks become part of a conspiracy to change science education. Conversations directly involving Henrietta Lacks were inspired by the writings of Hannah Landecker (1999, 2000, 2007), Rebecca Skloot (2010), and Priscilla Wald (2012a, 2012b). I create imaginary dialogues which serve as the theoretical framework for each chapter. Each chapter unfolds in a form of a play with imaginary settings and events that bring Henrietta Lacks back from the grave to participate in conversations about science, society and social justice. Through my inquiry, I call for a multidimensional science curriculum that contests a linear standardized science curriculum, builds upon philosophy of science and history of science, and acts upon social justice through the telling and sharing of the story of Henrietta Lacks

Creating Spaces to Transform Social Justice Dissertation Research into Teaching Practice

This interactive symposium brings together a group of practitioner researchers to explore ways to create spaces to transform social justice dissertation research into teaching practice as they live contested lives in schools, families, and communities in the U. S. South. Through visual, graphic, and multimedia presentations, reader’s theater, drama, and performance, these researchers demonstrate how their dissertation inquiries are infiltrating their daily teaching practices and how curriculum theory allows the noise/interruptions engendered from their personal lives and their teaching practice to challenge standardized and commodified curriculum, advocate for “disenfranchised, underrepresented, and invisible groups, and individuals, and create “spaces of transformation” to foster positive social and educational change. The potentials, challenges, and future directions of social justice inquiries are also explored