This week, three students will present 15-minute summaries of their final paper concepts. We will also have Jonathan Beckwith as a guest speaker. Readings for the first class are from Beckwith’s book, where he shares several examples of social and ethical implications of research in the life sciences, including the misuse of science to subjugate different groups of people. The last chapter we read this week describes Beckwith’s efforts to work within the existing power structure of biology research to shift it to greater social responsibility. Such change often occurs so slowly that it only becomes apparent after several decades. We will compare the original report of the ELSI Working Group’s plans with a later article seeking to apply the lessons learned to nanotechnology research. The implications for present-day MIT should be apparent.

This week we examine the impact of intersectionality theory on activism. Developed by black feminist writers, the concept of intersectionality includes both a categorical element (a person’s combination of multiple social identities) and a political one (the impact of overlapping systems of oppression). An example of the salience of the categorical element can be found in this analysis of MIT climate surveys. The political element, on the other hand, reminds us of the importance of movement spillover and coalition building. Contemporary activists working with an intersectional lens recognize that “injustice anywhere is a threat to justice everywhere” (King) and that single-issue activism often ends up further marginalizing oppressed peoples. As a result, intersectional activists focus on bringing attention to the systemic nature of oppression. They include several notable scientists such as Chanda Prescod-Weinstein and Ben Barres.

We start the first day with a brief discussion of Gusterson’s second article, building on the previous long discussion of the first one. The second part of this discussion is based largely on television interviews of two activist leaders of the campaign for nuclear disarmament. We conclude with Beckwith’s chapter and its relevance to current events at MIT.

Each week’s readings will be accompanied by a set of guiding questions. As you read the materials, take notes about key messages as well as questions you have. Class discussions will center around these.

Please write 250-500 words (total) on the following questions.

1. Please describe one segment of or image from the film Flow that you found powerful. What message did you get from it?
2. Please critically reflect on the message in your own terms. Did you see connections with readings we have done so far on global justice, food security, food sovereignty, the social meaning of food/water, capitalism, labor justice?
3. If you were to teach someone something you learned from the film, what would you tell them?