Influence & K-12 ESG


In the summer of 2020, the University of Washington, using $1,336,657 in funding from the National Science Foundation, ran a professional development for high school physics teachers. The report, titled “Redefining Energy Justice in Physics Classrooms,” focused on training teachers to integrate discussions around “energy justice” into existing physics curriculum. The authors stated the “original purpose of the energy concept was to improve factories and steamships in the British Industrial Revolution and advance capitalism and colonialism.” They also claimed the traditional method of teaching upholds capitalism and the use of fossil fuels and is responsible for “energy injustices” and “environmental racism.” Upon completion of the training, participants concluded that equity, social justice, and physics are inseparable because “there are inequities and injustices present in physics.”