POLICY & POSITION STATEMENTS
Justice and Action for Climate Empowerment (ACE): Guidance for Equitable Capacity-Building and Justice-Centered Implementation. (2021). Drafted for the UNFCCC Action for Climate Empowerment Activity Series 2021 by Morrison, D., Espinoza H., B. D., Cintron-Rodriguez, I. M., and Sherpa, P. D. (2021). Retrieve from: tinyurl.com/ACEJusticeBrief.
Report on the BIPOC Climate Justice Dialogues. (2021). Co-writer of report for US Federal Administration and Environmental Justice communities by Davis, F., Mitchell, S., Cintron-Rodriguez, I., Lancaster, H., & Cameron, C.
A Just Approach to Action for Climate Empowerment. (2021). Co-authored policy brief hosted by Climate Action Network International by Morrison, D. L., Espinoza, B. D., Cintron-Rodriguez, I. M., Sherpa, P., & Cooke, J.
An ACE National Strategic Planning Framework for the United States. (2020). Co-coordinating, designing, and writing work. Coordinating Committee and Writing Team, US ACE National Community. Retrieve from https://aceframework.us/the-framework
Statement on Racial Injustices and Violence. (June 10, 2020). Co-writing team within Leadership Board, Climate Literacy and Energy Awareness Network (CLEAN). Retrieve from https://cleanet.org/clean/community/racialjustice.html
Declaration of a Climate Emergency. (March 12, 2019). Co-writer and sponsor of the request for decision to the Islands Trust Council that was unanimously passed and now guides further work to implement climate resilience in the Trust Area.
Inclusive scientific meetings: Where to start. Published report cited as Arnott, J., Bain, H., Barnes, R., Baron, J., Dutt, K., Gay-Antaki, M., Haacker, R., Lauer, R.J., Morris, A., Morrison, D., Nunez, A., Pendergrass, A., Steltzer, H., Thompson, L., & Zelikova, J. (2019). 500 Women Scientists.
RESEARCH JOURNALS and BOOKS
As Author or Editor
Cintron, I., Crim, H., Morrison, D., Niepold, F., Kretzer, J., Spitzer, B., & Bowman, T. (2021). Equitable, empowering, and inclusive participatory policy design strategies to accelerate just climate action, adaptation, and resilience. Journal of Science Policy & Governance, Special Issue on Climate Change Solutions.
Morrison, D. & Steltzer, H. (2021). Diverse values, philosophies and ideas beget innovation and resilience in ecology and for our world. Invited forum article in response to “Developing the ecological scientist mindset among underrepresented students in ecology fields” by Bowser & Cid in upcoming issue of Ecological Applications.
Bowman, T. & Morrison, D. (2021). Empowering climate action in the United States. Part of Resetting Our Future Series. Changemaker Books.
Bowman, T., Cintron-Rodriguez, I., Crim, H., Damon, T., Dandridge, C., Kretser, J., Morrison, D., Niepold, F., Poppleton, K., Spitzer, W., & Weiland, L. (2021). Building capacity, momentum and a culture of climate action in the United States. Environmental Research Letters. Article reference: ERL-109417. Retrieve from https://iopscience.iop.org/article/10.1088/1748- 9326/abe961
Morrison, D., Haas, D. Kirkland, L., & Boyd, K. (2020). Climate Change Education in a Pandemic World: Transferring Lessons from Pandemic Responses to Innovative Climate Change Education and Communication. Town hall session abstract at the American Geophysical Union Fall Meeting, December 1-17, 2020, virtually. Virtual hub.
Niepold, F., Poppleton, K., Spitzer, W., Crim, H., Damon, T., Bowman, T., Kretzer, J., Morrison, D., Cintron-Rodriguez, I. M., Dandridge, C., & Weiland, L. (2020). Developing a national strategic plan for action for climate empowerment in the United States. Poster abstract in the Science and Society strand of the American Geophysical Union Fall Meeting, December 1-17, 2020, virtually.
Rodriguez, A. J. & Morrison, D. (2019). Expanding and enacting transformative meanings of equity, diversity and social justice in science education. Cultural Studies in Science Education, 14(2), p.259-263.
Fortney, B., Morrison, D., Rodriguez, A. J., & Upadhyay, B. (2019). Equity in Science Teacher Education: Toward an Expanded Definition. Editorial for Special Issue of Cultural Studies in Education, 14(2), p.265-281.
Kavanagh, S. S., Shahan, E., & Morrison, D. (2018). The core practices of the University of Washington’s U-ACT Program. In Pam Grossman (Ed.) Teaching core practices in teacher education. Cambridge, MA: Harvard Education Press.
Morrison, D. (2018). Building science-learning communities: Designing for equitable participation in scientific practices using students’ lived experiences. Chapter in Mendoza, E., Kirschner, B., & Gutierrez, K. (Eds), Power, Equity, and (Re)Design: Bridging Learning and Critical Theories in Learning Ecologies for Youth (Chapter 7, pp.113-132). Charlotte, NC: Information Age Press. Peer Reviewed.
Patterson, A., Morrison, D., & Schindel, A. (2018). What’s science got to do with it?: Possibilities for social justice in science classroom teaching and learning. Chapter in Pennell, S., Boyd, A., Parkhouse, H., & LaGarry, A. (Eds.), Possibilities in Practice:Social Justice Teaching in the Disciplines (Chapter 12, pp. 145-158). Peter Lang. Peer Reviewed. See https://www.peterlang.com/view/product/79984?tab=reviews&result=6&rskey=QAOc1g
Annamma, S. A. & Morrison, D. (2018). Identifying dysfunctional education ecosystems: A DisCrit analysis of bias in the classroom. Equity & Excellence in Education, 51(2), p.114-131. Morrison, D., Tesoriero, G., & Bell, P. (2018). Shifting educational activity systems: A cross-case analysis of science education reform efforts in large scale systems. Proceedings of the 13th International Conference of the Learning Sciences, 3, 1729-30). International Society of the Learning Sciences held in London on June 24-27, 2018.
Annamma, S. A. & Morrison, D. (2018). DisCrit Classroom Ecology: Using praxis to dismantle dysfunctional education landscapes. Teaching and Teacher Education, 73, 70-80. Morrison, D. (2018). Whose interests and under whose control?: Interest convergence in science focused school-community collaborations. Cultural Studies in Science Education, 13(1), 85-91. Annamma, S. A., Jackson, D., & Morrison, D. (2017). Conceptualizing color-evasiveness: Using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race, Ethnicity and Education, 20(2), 147-162.
Morrison, D., Annamma, S. A., & Jackson, D. (Eds). (2017). Critical race spatial analysis: Mapping to understand and address educational inequity. Sterling, VA: Stylus Publishing. Peer Reviewed. See https://sty.presswarehouse.com/books/BookDetail.aspx?productID=467834
Annamma, S. A., Morrison, D., & Jackson, D. (2017). Searching for educational equity through critical spatial analysis. In Morrison, D., Annamma, S. A., & Jackson, D. (Eds), Critical Race Spatial Analysis: Mapping to understand and address educational inequity (Chapter 1, pp. 3-7). Sterling, VA: Stylus Publishing. Peer Reviewed. See
Morrison, D. & Garlick, G. S. (2017). Geospatial tools for use in educational equity research. In Morrison, D., Annamma, S. A., & Jackson, D. (Eds), Critical Race Spatial Analysis: Mapping to understand and address educational inequity (Chapter 4, pp. 51-66). Sterling, VA: Stylus Publishing. Peer Reviewed. See
Morrison, D., Annamma, S. A., & Jackson, D. (2017). Critical Spatial Analysis in Education: Today and Tomorrow. In Morrison, D., Annamma, S. A., & Jackson, D. (Eds), Critical Race Spatial Analysis: Mapping to understand and address educational inequity (Chapter 10, pp. 167-172). Sterling, VA: Stylus Publishing. Peer Reviewed. See
Morrison, D. (2016). One Day, Multiple Feedback Loops. In Furtak, E.M., Glasser, H.M., & Wolfe, Z.M. The Feedback Loop: Using Formative Assessment Data for Science Teaching and Learning (pp. 95-100). NSTA Press. See
Smith, L. K., Rooney-Varga, J. N., Gold, A. U., Oonk, D., Morrison, D. (2015). Media Literacy as a Pathway to Bridge the Digital and STEM Divides: Interest Driven Media Projects for Teachers in the Trenches. In Urban, M. & Falvo, D. (Eds.), Improving K-12 STEM Education Outcomes through Technological Integration. Advances in Early Childhood and K-12 Education (AECKE), University of North Dakota. See https://www.igi-global.com/book/improving-stem-education outcomes-through/137056
Gold, A. U., Kirk, K. B., Morrison, D., Lynds, S., Sullivan, S. M. B., Grachev, A., & Persson, O. (2015). Arctic Climate Connections Curriculum - A Model For Bringing Authentic Data Into The Classroom. Journal of Geoscience Education, 63(3), 185-197. Curriculum found at CIRES Education and Outreach.
Hafich, K., Martens, W., Fletcher, H., MacFerrin, B., Morrison, D., Stone, J., Collins, M. C., Chastain, M., Hager, C., Duncan, E. Gay, C. J., Kurz, J. D., Manning, C. B., Graves, B. J., & Bloomfield, L. (2015). Climate Literacy from the Plains to the Peaks: Challenges in Teaching Climate in Colorado Classrooms. American Geophysical Union Fall Meeting, December 14–18, San Francisco, CA, USA.
Annamma, S. A., Morrison, D., & Jackson, D. (2014). Disproportionality Fills in the Gaps: Connections Between Achievement, Discipline, and Special Education in the School-to-Prison Pipeline. Berkeley Review of Education, 5(1), 53-87.
Morrison, D. L., Chabay, I., & Bowman, T. Fostering collective climate empowerment through shared purpose and dreaming. Current Research on Environmental Sustainability.
Morrison, D. Learning – To accelerate just climate action. Sustainability.
Morrison, D., Moore Mensah, F., & Annamma, S, A. Unpacking the racist rhetoric of science within education. Harvard Educational Review.
Heredia, S. & Morrison, D. Re-envisioning science education: Teaching scientific concepts and practices with a commitment to equity. Routledge.
Morrison, D. L. & Cameron, C. (2021). The “us” in climate justice: Act with community in your heart and mind. Saving Earth Kids Magazine, Spring 2021.
Bowman, T. & Morrison, D. (2021). Will the Canada-US climate meeting accelerate community engagement? OpEd for the National Observer, Canada, March 9, 2021. Retrieve from https://www.nationalobserver.com/2021/03/09/opinion/will-canada-us-climate-meeting accelerate-community-empowerment
Morrison, D. & Bowman, T. (2021). Engaging the people in just climate action. Saving Earth Magazine, Spring 2021, Vol 4. Retrieve from https://savingearthmagazine.com/read/#issuu
Haacker, R., Jack-Scott, E., & Morrison, D. (2020). Why diversity and inclusion at conferences matters. Chemistry World, February 26, 2020. Invited article.
Kavanagh, S. S., Shahan, E., & Morrison, D. (2017). Core Practices of Teaching: A Primer. Seattle, WA: Teacher Education by Design (website resources at https://tedd.org/blog/core-practices-of teaching-a-primer/).