Reflection 3

This week, I initially found it difficult to both comprehend the Haraway article, and link the remaining readings to overall concepts of the class. However, after delving into a further analysis of the readings, I think I have come to understand the vast impact gender and marginalized individuals, specifically, women and people of color, have on the collection and consumption of scientific knowledge as it pertains to the environment; as well as the opportunities to collaborate with individuals in the realm of science and research.  

Again, I had a hard time grappling with the content of the Harraway reading and also struggled to extract the main ideas from the article. From what I’ve gathered, Harraway makes a point to address the abundance of important knowledge pertaining to our world’s past, present day, and tomorrow. Yet, holistically, science and the communities encompassed within them must remain objective and open to perpetuating equality.

Similarly, the Backstrand and Cutliffe et al. articles emphasize the role and importance of gender in relation to science, but also highlight the potential civic science for sustainability has for incorporating women and people of color, in addition to large communities and groups, into environmental science through means of participation, democracy, and representation. The Cutliffe et. al article makes sure to state that civil science is not the cure all to the differences in power, privilege, class, gender, and race in regards to environmental science, but this does not negate the solutions that lie within the article as a whole. In The United States, technology and science have always been used to further the positions and privileges of the dominant group, this week’s readings aid in the attempted shift away from this.